Pre School Pre School marks a new beginning for a child. It is a time for new experiences, discoveries, knowledge and challenges as a child leaves home to enter a new world of schooling. It is important to remember that each child is different and will learn and achieve in her own way. We must not compare them with other children but assess them by their own daily improvements. Entering Pre School is an exciting time for every child. Moving from the home environment to the school environment is a ‘rite of passage’. Both parents and educators want this transition to be as smooth as possible. Welcoming and Orientation: The educators welcome the children and introduce them to the Pre School environment much before the children actually start coming to school regularly (normally orientation for one day is held in February/ March. Refer to Page 182 of Eklavya Sari). Orientation helps everyone feel at ease. When the children start coming to school in June, they are given time to be acquainted with each other and with classroom activities and materials. Gradually children gain a sense of belonging because they know the routines and school layout. There are many new adult faces at Pre School. Children meet and talk with the Principal, educators, trainee educators, students of other classes while coming and going by bus. Social development is enhanced through this broad interaction with adults and children in the school. Children are greeted by their educators when they reach school (as they get down from the bus). The familiar face of educators on their arrival makes the children feel at ease. There are not more than twenty students and one educator in each section, for the support and delivery of the program. The educator is a facilitator for the varied learning of a child. Children are accompanied by their educator through the day during all activities.
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Essence of Pre School Education Early childhood years are of crucial importance for the mental development of the child and possibly the ultimate level of development attained by an individual is determined by her experiences in the first five years of life. Pre School education should: • Foster readiness for school. • Allow children to discover the joy of achievement. Learning new things makes the child feel proud and self-important. Such an excitement in learning gives the child the urge to read and write. • Provide a stimulating environment which helps to develop curiosity. Curiosity plays a very important role in the development of creativity. • Develop various skills : 1. Manual skills and finger dexterity. 2. Daily grooming skills 3. Social and emotional skills (communication, acceptance, getting along with others). 4. Expressiveness and confidence: Develop emotional maturity to help children to adjust in a group. They should be encouraged to tolerate, to understand, to express oneself and to build self confidence. 5. Develop Self control: They learn sharing, waiting for their turn, accepting disappointment, conforming to reasonable adult demands, making decisions and solving problems on their own at their level, accepting the consequences of their actions, to cope with fear and to cope with anger. 6. Adequacy and security: Besides feeling adequate and emotionally secure at home, children must have the same feeling in the school environment which involves interaction with many more individuals. 7. Learning language and maths concepts through the daily experiences of life. 8. Understanding the difference between acceptable and unacceptable behaviour through their interaction with other children. 9. Develop the child’s aesthetic appreciation. 10. Develop a natural sense for rhythm through music and dance. 11. Build habits and attitudes in children which will go far towards ensuring their adjustment to later life in school and in the outside world.
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Pre School Programme Each day is filled with various fun based developmental activities. Children start the day with outdoor free play which gives them time to interact and share their learning and observations. This is followed by an Assembly on Mondays, Wednesdays and Fridays. Each day is divided into two time slots wherein the educator may plan activities as per her judgement without any time confinement, as the children of this age have different attention span for different activities. There are various aspects to a Pre School programme. They are as follows: 1. Fortnights 2. School Timings 3. Uniform/Bag 4. Outdoor Free-Play 5. Assembly 6. Circle Time 7. Lunch Time 8. Gross Motor Skills 9. Language 10. Pre Math and Math 11. Maria Montessori Hour 12. Fine Motor Skills 13. Practical Life Skills 14. Science and Geography
15. Wooden Block Games 16. Dance 17. Rhymes & Songs 18. Movies/Videos 19. Art & Craft 20. Story Telling 21. Value Education 22. Clay Work 23. Saturday Visits 24. The Mixed Group Day 25. Curriculum Guide 26. Curriculum Essentials 27. First week in Pre School
1. Fortnights In order to impart the curriculum smoothly the whole academic year is divided into fortnights. There are around 18 working fortnights in an academic year. An academic year is divided into two terms. Therefore, there will be nine fortnights in the first term and nine fortnights in the second term.
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2. School Timings Pre School Timings: Nursery, JKg, SKg: 9.00am. - 1.00pm. (Mon – Sat) (2nd & 4th Sat off)
Time
Suggested Period Slots
9:00 - 9:20
Outdoor Free-Play
9:20 - 9:40
Assembly (Alternate Days – Monday, Wednesday &Friday)
9:40 - 11:00 11:00 - 11:30
P1 Lunch Break P2
11:30 - 12:55
Revision of things done that day, reminders, giving PEC.
12:55
Depart
Note: The day has been divided broadly into P1 and P2, so that the educator can shift from one activity to the other, without any time confinement. •
Monday to Friday: Regular working days.
•
Saturdays: Children are taken for a field visit. It is a shorter day. They reach the visit spot at around 9am and depart from there at around 11.15am. 3. Uniform/Bag
Uniform: Pre School children do not have a uniform. They are dressed in comfortable casuals. This makes them feel at home and thus enhances learning. Every morning they either choose their own clothes or wear what is suggested by the parent. They pick up the skill of making a choice or taking a suggestion right from such a young age. When they are on a Saturday Visit they wear a Red T-shirt with Eklavya printed at the back with any coloured skirt/pants. This will help them to be identified as a group and will also help the educator to locate them easily. They should wear floaters or shoes which they can wear and remove on their own with ease. To carry the following in their bag: 1. 2. 3. 4.
5. 6.
An extra set of clothes – Pre Schoolers at times soil their clothes thus a pair for change is necessary in the bag. A handkerchief A lunch box, spoon and a napkin. PEC – Parent Educator Communication Book - a diary for parents and educators to communicate with each other, regarding small but important information/events about the child. Raincoat - only during the rainy season A water bottle with strap – a strapped bottle enables their hands to be free to touch, feel and smell anything around whenever they go with their educator for a walk or outdoor activities.
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4. Outdoor Free-Play Every morning, after keeping their bags and water bottles in the class children go for outdoor free-play. They may play for about 20 minutes. Children are full of energy when they come to school every morning. They are eager to share their experiences and observations of the previous day. The outdoor free-play facilitates physical development, interaction with peers, helps to sustain curiosity, and initiate and foster discovery. Some activities that can be done during outdoor free-play: • Climbing and crossing the • Collecting flowers, leaves and twigs bridge. • Kicking, catching and • Picking up a handkerchief without using hands. throwing a ball • Balancing on a curved surface • Taking children out to play with peers. • Hopping, climbing & jumping • Playing on slides and swing • Balancing an object (eg. book) over the head & walking • Aiming at an object • Running races • Walking forward and backward on a line painted on the floor. 5. Assembly Assembly is for 20 minutes on alternate days of the week – Monday, Wednesday and Friday. Assembly can be conducted after outdoor free-play. The children of nursery may join the assembly only on one day a week as they need time to settle into the routine of the day and are not yet prepared to adjust comfortably in such a large group. Monday Shloka Prayer Meditation Day and date - the children will share Birthday celebrations
Wednesday Shloka Prayer Meditation Day and date - the children will share Birthday celebrations
Thought of the week & Word of the week Sharing about a festival/eminent personality’s birthday
Quiz/sharing about a festival/eminent personality’s birthday
School song Special clap
Special clap
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Friday Shloka Prayer Meditation Day and date - the children will share Birthday celebrations Class performance/ educators performance/ sharing about a festival/eminent personality’s birthday National Anthem Special clap
6. Circle Time When children come from outdoor free-play, they are usually energetic and excited. They need to be helped to move from such a highly active state to a quieter activity. So, some transition activities are needed to cool them down and get them into the listening and responding mode. Circle time is an activity during which the educator and the children sit around in a circle and share a conversation, discuss a topic brought up by children or learn a concept. This enables the educator to involve every child actively. The communication is among the members in the circle and not just from educator to children. It also gives every child an opportunity of being an individual while being a part of the larger group. Importance of Circle Time • Children have many ideas and questions and they need an opportunity to express them in a non- threatening and nurturing environment. • Children need to listen to each other as well as the adult and then respond. • New concepts can be introduced easily through play. • It helps the educator and the children to develop a rapport based on trust and respect, making learning a two-way process. • Sitting in a circle symbolically promotes the notion of equal responsibility. • Participation in Circle Time enables children to have a sense of belonging to a group they can trust. • Circle Time activities motivate those involved into a willingness to share thoughts and feelings. • It initiates collective responsibility for enhancing self-esteem and positive behaviour. • It establishes a platform where children learn the importance of helping one another. • Circle Time encourages self-discipline, as each child can identify her own behaviour and can identify a method to work it out with the support of others. Ground-rules for Educators • The educator must take a few minutes to calm herself prior to Circle Time. She should resolve to be as positive as possible. She shouldn’t forget that the Circle Time depends on her noticing and praising the various skills of thinking, looking, listening and speaking in order to reinforce them. In Circle Time, the educator must try not to say anything negative. If she wishes to change a child's behaviour that is irritating her, she must try to praise another child in the circle for showing the desired behavior. For e.g. If a child is sitting with her legs spread out, the educator should point out to one who is sitting nicely with legs crossed and say “ ____________ is sitting nicely with her legs crossed.” • She should speak in a low tone and speak slowly to create a sense of calm.
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• She must accept any contribution, however 'offbeat', with great respect. Give thanks when possible. For eg. The topic going on is ‘wishing everybody good morning’ – one child shares that ‘her mother didn’t take her to the garden yesterday’. Instead of saying that “we are not discussing this”, the educator should give a smile and say ‘is it so?’ • She must not automatically think she has the best answers. If, for example, a child requests help from peers during an activity, the educator should raise her hand and wait to be chosen, just like other team members. • She must value all opinions equally without displaying irritable body language. For eg. Sr.
1.
2.
3.
What not to say/do
What to say
We should always speak the truth
Teacher had promised to take the children to the senior school lawn the previous day but was unable to take the children. One child Says, “Ma’am you told a lie, yesterday. You didn’t take us yesterday to that lawn you told”.
The teacher “I did not tell a lie, that is not a lie”
I was unable to take you all to the lawn because during that time one of your friends was not well and I did not get time to take you. I am sorry.
Wait for your turn
The teacher was making the group share about how they spent their vacations. “Ma’am I want to share” one child says frequently. “Ma’am you never listen to me.”
The teacher angrily “How will I listen? All of you are sharing together.”
I am listening to everyone. Look Rita is talking and I am listening to her. You have to wait for your turn and then share your experience
Following instructions
The teacher explains that after assembly they must go to the toilet, drink water and sit for Circle Time (the children have already been sent to the toilet right before circle time). After sitting in the Circle Time a child asks “Ma’am I want to go to toilet” and says it continuously
The teacher being very firm “No! you cannot go!”
Yes, you can go, but after the circle time. I have given you a chance to go to the toilet before sitting for Circle Time.
Topic
Event
12
Sr.
4.
5.
6.
7
What not to say/do
What to say
Health and hygiene
The teacher explains about hygiene: to keep their hands clean - not to put hands in the mouth or dig the nose. One child points out Hari and says, “Ma’am Hari is putting his finger in his mouth.”
The teacher loudly “Hari what are you doing? It’s so dirty.”
Teacher looks at Hari once and then at the whole circle and says “we should not put the finger in our mouth. If we put germs from our fingers will go inside the stomach and we will fall sick.”
How to behave in the bus
The teacher explained all the rules of the bus and how to sit and how to behave in the bus-not taking out things, not to stand in the bus, not to fight for window seat etc. One child says “ma’am, Radha always sits near the window and today I wanted to sit, but she didn’t give me the seat”
Teacher says, “I am fed up, every day I am getting a complaint about you. I will not listen to your complain now.”
Ma’am will look at all the children and ask “should we fight for a window seat? If our friend does not give place, should we complain or talk to our friend?”
Save water
The teacher explains that they should not waste water in the toilet, at home while brushing teeth, washing hands etc. Pal, Says, “Ma’am do you know Linu left the tap open after washing hands.”
The teacher irritated “Why didn’t you close the tap after using? Don’t you know that we should close it?
She will talk to the children and explain again that, we must make it a habit to close the tap after use because water is very precious. If we waste water today maybe when you grow there is no water – as we have wasted a lot of water. So please don’t waste water
We should always help each other
Teacher explains that whenever possible we must help others – “like if your friends fall instead of laughing you must help her.” To this one child says “but yesterday while going home when I fell, you didn’t help me.”
“Didn’t I tell you to walk why did you run? Why should I help you?”
I know you are strong and so I wanted you to get up on your own. And to understand that if we run we may fall
Topic
Event
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Educators and Children need to agree To signal if they wish to speak – for eg. raise their hands Not to use any put-downs towards each other – for eg. ‘you don’t know’ Not to interrupt when someone else is talking. That a child has the right to say 'Pass' in a round if she does not wish to speak. • Children who pass in the initial round will, at the end of the round, be allowed to signal if they'd like a second chance. The educator can look at them with a smile and ask if anybody wants to speak now without naming the child. • Not to name anyone in the circle in a negative way. Instead, they must say, for example, 'Someone hit me' or 'some people are teasing me.' Equally, we must help children respect the privacy of their families, so a child should be encouraged to say, 'Someone at home is shouting at me,' rather than naming the family member.
• • • •
Skills Needed by Educators for Circle Time • The ability to listen well. • The ability to be honest sometimes about her own feelings and thoughts. • The ability to use good eye contact and show emotional warmth and empathy. • The ability to recap what children have said and reflect it back to them to show she has understood. • The ability to notice and thank children for the skills that she should focus on in Circle Time: i.e. thinking, looking, listening, speaking and concentrating. List of rules, which the educator should form after discussing with her children • • • • • • • • • • • •
Let us wish each other and those who enter our class. Let's put our things where they belong. Let's look after our books, pencils, tables, chairs and school property. Let's switch off the fans and lights when we leave the class. When you talk the educator will listen, when the educator talks you listen. Let's keep our class neat and clean. Let's walk in orderly line to assembly and other classes. Let’s always pick up waste that is seen on the floor and put it in the dustbin. Let's raise our hand when we want to speak. Let's help each other. Let's not fight. Let's always speak softly and not make noise. (Some portions of this chapter are from Quality Circle Time by Jenny Mosley)
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7. Lunch Time At around 11am they may have their lunch. Usually children have milk and cereals for breakfast. Their lunch box is brought from home. They should be encouraged to bring wholesome nutritious food – roti, subzi, parathas, upma etc. Children of this age group are developing the habit of eating on their own, so the educator must encourage parents to send a variety of vegetables so that the children develop the habit of eating all vegetables. Various small behaviours must be ensured while eating such as washing hands before and after eating, keeping the lunch box on a napkin, saying a prayer before eating. The educator should encourage them to open and close their tiffin box on their own. She may need to remind them to eat properly, to be careful not to drop their food, not to talk with food in their mouth, to chew the food. Once they have finished eating, they should close their tiffin box on their own. They must learn to throw all the waste such as dropped food, plastic bags, aluminium foil etc. into the dustbin. They should then fold the napkin and keep both the napkin and the tiffin box in their bag. Some children may take a lot of time to eat. In the beginning of the year allow them to take their time, once they have started eating properly then the educator can put time limits and encourage the child to finish her food. 8. Gross Motor Skills Control over limbs and muscles and the ability to bring about a co-ordination between various parts of the body and their movements is an essential skill the Pre Schoolers need to develop. For eg: Nursery children are able to climb stairs using the alternate foot pattern, but they still place both feet on the same step while descending. In addition, they require the support of the railing for climbing down. Gradually, with practice, children do not need to hold the railing. They use their feet alternately as in walking, even while coming down the stairs. This skill of ascending and descending stairs, in a manner similar to that of an adult, is achieved by the time they are four years old. No longer satisfied by being able to use the stairs independently, they attempt many other variations. They hold on to the railing as they stand on the outside of the stairs and try to climb up the stairs using the edges of the steps. From walking up and down the stairs without holding on to the railing, they proceed to running up and down. They may even try to jump over a step while going up, and later, while coming down. • It is important to provide experience to develop the following skills: Balancing Hanging Pulling Swaying Bouncing Hopping Stretching Galloping Bending Running Swinging Crawling Walking Jumping Rolling Twisting Climbing Kicking Sliding Turning Leaping Shaking Tumbling Stepping Catching Lifting Skipping Throwing
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9. Language Language and communicative competence are critical for learning, engaging in social relationships and succeeding in school and beyond. Language is a means for expressing thoughts, feelings, needs and experiences. Language is used: • To understand each other • To exchange thoughts and ideas • To express ones needs and to comprehend those expressed by others Three, four, and five-year-olds are curious about language and increasingly rely on language to make their wants and needs known. As children grow older, they use language to give sequential narrations of the happenings in their everyday life e.g. rainfall, a visit to a mall, guests coming home etc. Narration is an important skill because conversation comprises chiefly of narrations. Children learn language through imitation. The environment has a deep influence on language development. Children learn the language which is used in their homes by conversing with family members and friends. They absorb the language that is spoken in the environment totally with the tonal quality, the syntax, the usages, and the emphasis etc. In order to facilitate and promote language development in children, parents, educators and other adults should talk to children in clear, correct and simple language. The child absorbs the language that is alive in the environment she lives. Developing language abilities: • Have conversations, dialogues with children. Ask questions and give opportunities for descriptions, narrations and other types of self-expression. Ask them what all they see on their way to the school, what they had for breakfast, about family members etc.; there is no need for a special topic. Everyday, general topics can be easily introduced. • Utilize children’s immediate environment i.e. use objects available in the environment. Bring plants, fruits, objects made of wood, those made of metals etc. into the class-room. Let children play with and handle these things and then encourage them to describe them verbally. • All objects cannot be brought into the classroom. To observe some things and places, children can be taken out on a visit to the village/city e.g. a tailor's shop, temple, mosque, a river or a field, a hospital, the post-office or the railway station. Once back in the class-room, discuss these outings. • Use pictures and books in the class-room. Read aloud to the children, show them pictures and encourage discussion. Tell stories, conduct music sessions and songs with dramatics. • Encourage children to speak in complete sentences. If they make mistakes, correct them gently. It is important to remember that such correction or feedback is effective only when it is immediately given. (Some portions of this chapter are from Getting Ready for School by Chetna, Vadodara)
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10. Pre Math and Math Having clear mathematical concepts is very important because; •
They improve the ability of children to think logically and in a sequence.
•
They also improve skills of comparing sizes and shapes.
Mathematics has a deep and direct relationship with our everyday life. It does not merely mean counting, addition and subtraction. It cannot be denied that learning to count and to have a "number concept" are important mathematical skills. But there are some prerequisites to this also. For eg. A four year old may be able to count upto 25 but will usually have a number concept only till 3 or 4. A number concept refers to the understanding that e.g. 3 is less than 4 and 6 is more than 3 and the ability to relate numbers to actual objects. Many parents expect that their children should be able to count and write all numbers once they start to attend the Pre School programme. The Pre School should not force children to do this because there is a lot of difference between counting by rote memory and counting after acquiring a number concept. For an appropriate number concept to develop, it is necessary to understand the following; 1.
Sequence and the ability to order objects in a sequence on the basis of any criterion such as length, width, colour or shape.
2.
Similarities and differences between objects and the ability to classify objects accordingly.
3.
Recognizing and then reproducing shapes and outlines and then gradually copying numbers.
Only after children achieve these skills can they move in the direction of number concepts. Children need to experience a lot of 'doing' and 'saying' before written numerals will make sense to them. Classification is a pre-number concept that children need lots of experimentation and communication with. We classify on a regular basis without even considering what we're actually doing. We look in indexes that are alphabetized or numerically arranged, we purchase groceries in areas of food groups, we classify to sort laundry, we sort our utensils before putting it away. Children can benefit from a variety of classification activities which will also support early numeracy concepts.
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Classification Activities • • • • • • •
Use blocks to engage children to sort according to their shapes. Ask children to sort the toys or the laundry based on colour. Use shapes to encourage children to determine what comes next triangle, square, circle, triangle, etc. Ask children to name everything they can write with, ride on, that swims, that flies etc. Ask children to name things in their surroundings that are square or round or heavy etc. Ask them to name things in their environment that are made of wood, plastic, metal etc. Extend classification activities to include more than one attribute (heavy and small, or square and smooth etc.)
Thus, mathematics for Pre Schoolers is much more than simply teaching them to count. Mathematical concepts are acquired in a sequence only i.e. shapes then classification, then quantitative thinking, counting, seriation, measurement and lastly, number concept. (Some portions of this chapter are from Getting Ready for School by Chetna, Vadodara)
11. Maria Montessori Hour Children of Nursery enjoy working during the Maria Montessori hour. One Montessori material is demonstrated by the educator at the beginning of the class. After the demonstration is over the children are free to take a mat and choose any apparatus they want to work with. They all work individually on their own. This period is for 1hr from Monday to Friday from 10am to 11am. Maria Montessori’s Philosophy The emphasis is on encouraging the child to discover and understand concepts by herself. Dr. Montessori gave the world a scientific method, practical and tested, for bringing forth the very best in young human beings. She taught adults how to respect individual differences, and to emphasize social interaction and the education of the whole personality rather than the teaching of a specific body of knowledge. For example, experience with building blocks of different shapes and sizes give opportunity to perceive length, breadth and thickness. Arranging cylindrical pieces of the same height but different diameters in an order of increasing diameter, helps children to understand concept of relative size. Similarly, at first the children associate words with their sensory experiences and gradually they acquire a descriptive vocabulary. Among other activities are fastening and unfastening buttons, hooks, laces etc., putting the articles in a room in order, setting a table, moving chairs quietly.
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When physical, mental, spiritual, and emotional needs are met children glow with excitement and a drive to play and work with enthusiasm, to learn, and to create. They exhibit a desire to teach, help, and care for others and for their environment. Practical exercises enable children to learn habits of cleanliness and order. The students learn the lesson of dignity of labour and self-help by attending to their needs themselves. The Montessori system is child-centered. The child is free to choose the activity she desires. Yet, there is structure with freedom. The educator structures the activities so that their performance leads to a certain development, but that is all she does. The child is free to proceed through the activity at her own pace. Sensorial Work The purpose and aim of Sensorial work is for the child to acquire clear and conscious information and to be able to then make classifications in her environment. Montessori believed that sensorial experiences began at birth. Through her senses, the child studies her environment. Through this study, the child then begins to understand her environment. The child, to Montessori, is a “sensorial explorer”. All of the Sensorial materials were designed keeping the same ideas in mind. 1. All materials isolate the one quality that is to be worked with by the child. This allows the child to focus on that one quality. 2. All materials have a control of error. This tells to the child to make the corrections herself. 3. All materials are aesthetically pleasing. They attract the child’s attention to the objects and allow the child to manipulate the materials with ease. 4. All materials must be complete. This allows the child who is working with the material to finish through the entire piece of work without having to stop and find a missing piece. 5. All materials are limited. The first use of the term limited refers to the fact that there is only one of each material in the environment. This calls for other students to build on their patience. The second use of the word limited is in reference to the idea that not all of one quality or piece of information is given to the child. This child is not given every color in the world, but only a select few. This gives the child the keys to the information so it peaks her curiosity and leads her to learn more out of her own interest. Dr. Montessori saw the importance of the manipulation of objects to aid the child in her environment. Through the child’s work with Sensorial material, the child is helped to make abstractions, she is helped in making distinctions in her environment, and the child is given the knowledge not through word of mouth, but through her own experiences. (Some portions of this chapter are from The Discovery of the Child, Maria Montessori)
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Montessori Materials for Montessori Hour Sensorial Activity
Visual Discrimination and Dimensional Gradation (Seriation)
Pairing, matching and sorting
Scooping Pegging Sieving Clay Work Sprinkling Beading Pounding Writing Hammering Squeezing Transferring
Pouring
Constructive and creative play Folding Buttoning/ lacing Polishing
Material 1. Pyramids ( Wooden +Plastic) 2. Pink Tower 3.Brown Stairs 4. Cylinder Blocks 5. Knobless Cylinders 6. Inset Trays 7. Red Rods 8. Seriation Set 9. Abacus – 1 to 5 1. Colour Tablets 2. Inset boards (Shapes) 3. Sound Boxes 4. Grain Boxes (Transparent small boxes with grains – 2 boxes will have the same grains) 5. Object pouches(One having the object and the other having its pictures) 6. Shape Boards 7. Mixed grains in a jar a tray and 2 bowls 8. Baric Tablets 9. Texture boards 2 Bowls with grains, 1scooping spoon, tray Strings and pegs Sieve, 2 trays, 1 jar with sand Plasticine clay, rolling pin, a rolling pan. Water sprinkler 1 bowl, big beads with big holes, string, tray Mortar and pestle 1. Maze game 2. Sand Paper Letters, sand tray 3. Pattern Writing (Wooden Set) Hammering set 2 bowls, sponge, tray, low stool, plastic sheet 2 bowls, tray, low stool, plastic sheet, spoon 1. 2 bowls,1 cup, stool , plastic sheet, tray small sponge/ napkin 2. 1 bowl, 1 bottle, 1 tray, stool, plastic sheet, 1 cup, spoons, napkin 3. 2 bottles, tray, stool, plastic sheet, cup, bowl, spoon, napkin 1. Wooden Basket (Constructive Blocks) 2. Constructive Triangles 3. Lego, Puzzles Napkin, tray, mats-big and small Lacing boards, Strings, buttoning and zipping boards Brass vessels, Brasso, flannel cloth
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12. Fine Motor Skills Pre Schoolers benefit from experiences that support the development of fine motor skills in the hands and fingers. Children should have strength and dexterity in their hands and fingers before being asked to manipulate a pencil on paper. Working on dexterity and strength first can eliminate the development of an inappropriate pencil grasp, which is becoming more commonplace as young children are engaged in writing experiences before their hands are ready. The following activities involve the use of manipulatives which will support young children's fine motor development, and will help to build the strength and dexterity necessary to hold a pencil appropriately. Fine Motor Activities • Moulding and rolling plasticine clay into balls - using the palms of the hands facing each other and with fingers curled slightly towards the palm. • Rolling plasticine clay into tiny balls using only the finger tips. • Using pegs or toothpicks to make designs in plasticine clay. • Cutting plasticine clay with a plastic knife or with a pizza wheel. • Tearing newspaper into strips and then crumpling them into balls. Use it for any art creation. • Crumpling up a sheet of newspaper in one hand. • Using a plant sprayer to spray plants, (indoors, outdoors) • Picking up objects using tweezers or tongs such as those used while roasting roti. This can be adapted by picking up bead, small cubes. • Shaking dice by cupping the hands together, forming an empty air space between the palms. • Using small-sized screwdrivers like those found in a ‘mechanix’ set. • Lacing and sewing activities such as stringing beads. • Using eye droppers to "pick up" coloured water for colour mixing or to make artistic designs on paper. • Rolling small balls out of tissue paper and then gluing the balls onto a chart paper to form pictures or designs. • Turning over cards, coins, checkers, or buttons, without bringing them to the edge of the table. • Making pictures using stickers or self-sticking paper reinforcements. • Playing games with finger puppets -the thumb, index, and middle fingers. During circle time have each child's finger puppets tell about what happened over the weekend, or use them in songs and finger plays. Scissor Activities When scissors are held correctly, and when they fit a child's hand well, cutting activities will exercise the very same muscles which are needed to manipulate a pencil in a mature tripod grasp. The correct scissor position is with the thumb and middle finger in the handles of the scissors, the index finger on the outside of the handle to stabilize, with fingers four and five curled into the palm. • Cutting junk paper, particularly the kind of paper used in magazine, cards. • Making fringe on the edge of a piece of construction paper. • Cutting plasticine clay with scissors. • Cutting straws or shredding paper.
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Sensory Activities The following activities should to be done frequently to increase postural muscle strength and endurance. These activities also strengthen the child's awareness of her hands. • Wheelbarrow walking, crab walking • Clapping games (loud/quiet, on knees together, etc.) • Catching (clapping) bubbles between hands • Pulling off pieces of plasticine with individual fingers and thumb • Drawing in a tactile medium such as wet sand. • Picking out small objects like pegs, beads, coins, etc., from a tray of salt, sand, rice, or clay. To be done with eyes closed too. This helps develop sensory awareness in the hands. (Some portions of this chapter are from The Discovery of the Child, Maria Montessori)
13. Practical Life Skills Pre Schools should emphasize on hands on experiences to enable a child to learn and adapt to the environment. Exercises of practical life provide a range of activities which allow the children to develop: • • • • • •
Control and co-ordination of movement Awareness of their environment Orderly thought patterns Independent work habits Responsibility Characteristics which can be attained by spontaneous, purposeful work.
Presenting Activities - Guidelines • The child is always shown how to work without making a mess. The child is also shown how to clean up after an exercise and is encouraged, but not forced, to do so. A child is shown how to put the material away, rinsing and drying where necessary. If she has spilled water, or made any mess, she wipes it up. It takes some children a little while to get used to cleaning up if they have not done so in their own homes. The educator can give any help the child needs. They are helped and encouraged to be orderly but never forced. A good example is needed so the educator must cheerfully join in and do her share. • Preparation for presentation - Practice each activity enough so that you feel very secure with the material. This security will enable you to be flexible in your presentation with each child. Flexibility is the key. There is no right or wrong way to present. Some ways are simply better and more efficient. • Purpose - The purpose for demonstrating materials is for the educator to reveal to the child the possibilities for the learning inherent in a particular activity. The educator acts as a catalyst to get the child involved in an activity, and is the integrating link between the child and the material. The key is to provide this link through the medium that the child is most likely to absorb - quiet demonstration. Demonstration combined with complex
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language may leave the child confused; whereas nonverbal demonstration allows the child to perceive more readily the possibilities for learning and skill development inherent in the material and to focus on the interest other than the educator. Procedure 1. Give lessons in a relaxed, happy, gentle manner. 2. Model courtesy, quiet and graceful movements, enthusiasm, zest for learning, a helping spirit, and a positive and pleasant attitude about work. 3. Show the children how to perform each exercise, using as few words as possible and demonstrating as you limit movements to only those that are essential. Keep the lessons short and simple. 4. Follow a flexible sequence when introducing exercises. a. Tell children what you are going to demonstrate. b. Take the children to the place where the material is stored. c. Carry the material to the work area. d. Demonstrate the activity. e. Show them where to return the material when the activity is completed. Tell the child she can now use the material whenever she likes. 5. Make sure children are aware of potential danger and safety requirements. Show the appropriate use of tools which minimize chances of harm. For example, in cutting, the child should be shown the dull and sharp side of the knife and proper use. 6. When directions are involved, such as in silver polishing, read the instructions on the ‘brasso’ bottle with the children. Evaluation Observe children at work to determine when activities need to be simplified, when the environment needs to be modified, and what is currently catching the interest of your children. Remove activities that are no longer being used. 1. Watch to see if a child uses the material appropriately. Make a mental note when a lesson needs to be reintroduced or demonstrated. Repeat lessons as needed. Expect that the children may need periodic demonstrations. The educator would not disturb the activity of the child at the point of the observation. She would reintroduce the activity at a "neutral" time. This is a sensitive way of protecting the child's ego and zest for learning. We never want the child to feel defeated. 2. Appreciate the concentration, the mastery, and the work that goes into performing the simplest of tasks. Do not interrupt when a child is concentrating. The child who is involved in learning a skill will practice it over and over because she is acting to develop an ability - not to get the job done. 3. Periodically ask yourself: Are the materials being used in constructive and useful ways? Do they facilitate the development of a skill? Are they realistic? Are they purposeful, and do they lead to independence, personal and social responsibility and development of self esteem? (Some portions of this chapter are from The Discovery of the Child, Maria Montessori)
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14. Science and Geography Concepts used in science, grow and develop as early as infancy. Babies explore the world with their senses. They look, touch, smell, hear, and taste. Children are born curious and want to know all about their environment. As children learn to crawl, to stand, and to walk, they are free to discover more on their own and learn to think for themselves. They begin to learn ideas of size: As they look about, they sense their relative smallness. They go over, under, and into large objects and discover the size of these objects relative to their own size. They grasp things and find that some fit their tiny hands, and others do not. Infants learn about weight when they cannot always lift items of the same size. They learn about shape: They learn time sequence. Toddlers sort things. They put them in piles—of the same color, the same size, the same shape, or with the same use. Children pour sand and water into containers of different sizes. They pile blocks into tall structures and see them fall and become small parts again. The free exploring and experimentation of a child’s first two years help to develop muscle coordination and the senses of taste, smell, sight, and hearing—skills and senses that serve as a basis for future learning. It is important to give ample opportunities to children for sensory experiences. Let them see, touch, smell, taste and hear things/objects, to play, to explore and experience. However, care must be taken to ensure that these sensory experiences are related to the children’s' everyday lives. Science experiences stimulate the thought process and help in understanding the world around. Children are naturally curious. Hence, answer their questions and provide them with a variety of experiences. Science experiences cultivate a scientific attitude i.e. encourage fact-finding and then comprehending on the basis of facts. (Some portions of this chapter are from Getting Ready for School by Chetna, Vadodara)
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15. Wooden Block Games Children all over the world love playing with wooden blocks. There should be a special room for these wooden block games which may be called the Block Room. While playing with these blocks developments like: • Gross-motor coordination –When a child picks up big & small blocks, the muscles of her shoulder develop. • Fine-motor coordination – When a child picks up the blocks and arranges them, her finger-muscles develop. • Finger dexterity –a pre-writing skill. • Creativity – The child tries to create various patterns bringing out her imagination. • Logical thinking and reasoning – While arranging the blocks into a particular pattern or geometric form. • Concentration and patience – To form a pattern the child has to patiently concentrate. Apart from various Montessori apparatus’ and different wooden blocks, the Froebel Gifts constitute an important aspect of the Block Room. Froebel Gifts 2, 3, 4, 5 & 6 have various set of blocks in an orderly fashion which maintain the initial wholeness of the cube. All the pieces are used for each pattern. Thus it is subtle but powerful message of inclusion and conservation. After forming each pattern the child has to reassemble the whole cube. Thus concepts of unity of parts moving through various forms develop. Froebel was a nineteenth-century German educator who is responsible for originating the idea of the kindergarten. In the kindergarten, Froebel focused on play as a child's work. Froebel felt that curriculum should not be imposed on children but should rather issue forth from children's unique interests. For the purpose of teaching and instruction is to bring ever more out of man rather than to put more into him; for that which we can get into man we already know and possess as the property of mankind. From Froebel we learn to honor the child's interest as the driving force of the curriculum. His Educational Philosophy Froebel considered childhood as not merely a preparation for adulthood; rather, it has a value in itself and it possesses its own creativeness. The adult has no right to feel superior and to interfere with the natural conditions of childhood; rather when dealing with children, the adult must combine guidance with the capacity of waiting and understanding. Education must be aimed at developing all these capacities. Froebel believed that the growth of the child is directed by an inner force. Education, said Froebel, should provide for "free self-activity and selfdetermination on the part of man-the being created for freedom, in the image of God". He regarded self-activity as the process by which the individual realizes her own nature and builds up her own world and then unites and harmonizes the two.
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Play, he felt, is an essential factor in the growth of the child. The free and unfettered natural development of the child takes place through play. For Froebel, play is not merely an addition to instruction; it is the most important phase in the spontaneous development of the child, because it allows the harmonious exercise of physical, emotional, and intellectual qualities. Play combines attention with relaxation, purpose with independence, and rule with freedom. Play for the child is as ethical as devotion to work is for the adult. Education, he felt, should be in conformity with the child's nature and needs. Froebel saw an organic relationship between songs, gestures and art work. He regarded these as three co-ordinate forms of expression in the child. What is to be learnt by the child is first expressed in a song, and then it is dramatized or expressed in gestures or movements and lastly illustrated through some constructive work with paper or clay. The gifts are carefully graded. The order of the gifts is devised in such a way that it leads the child from the activities and thought of one stage to another. These gifts are to be an effective basis of education. It was designed so that the children could be provided with an orderly series of phenomena that would stimulate their minds and produce an inner organization and integration. (Some portions of this chapter are from Inventing Kindergarten, Norman Brosterman)
16. Dance As children are not comfortable with many adults, there are no special educators for different subjects in the Pre School. The class teacher herself teaches simple dance steps to the children. Dance is taught on English, Hindi & Gujarati songs. By putting on a record or playing a simple rhythm on an instrument, an educator can transform rainy-day wiggles and wriggles into welcome outbursts of free dancing. There should be plenty of space and the noise should not disturb others. The educator should start simply and slowly, keeping in touch with the kinds of dancing the children want to do. Let children take turns thinking up new steps and movements. Few guidelines for educators: 1. Start with simple warm-up exercises like touching toes, walking, running, stretching, twisting, bending, bouncing, jumping, or hopping in time to the music. Or have a parade - set the beat by clapping hands and in no time the children will be marching all over the dance room. 2. Start a game by giving complete directions and instructions for a "dance," and gradually make them more difficult. To begin, say, "Jump, jump, jump" as the educator should also jump. Next do the movements without describing them. Jump but do not say the word out loud. Let the children imitate the movements without instructions. Now change it around and have the children do what the educator says, but do not demonstrate the motion. Say "Jump, jump, jump," but the educator should not jump herself. This way, the children will have to listen and think to be able to do what is asked.
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3. Call out different parts of the body and have the children move just that. For e.g. swing arms, then first one arm and then the other. 4. Make drastic changes in the rhythm and tempo while the children dance. This will help them concentrate on listening to the sound and dancing with it. 5. Add props: ribbons, scarves etc. If dancing ends too abruptly, the children's energy is left scattered. It's best to wind down gradually from fast steps to slow steps. Observe children to see how they use and respond to music and rhythm in their play. Watch each child as they dance. What do their eyes look like when they sing? What do their feet do while they listen to music? 17. Rhymes & Songs For most children, singing is as natural as talking. Children learn to sing just as they learn to talk - by imitating other people. The educator probably will not have to teach the children how to sing, but she can help them learn to feel good about their method of musical expression by feeling good about her own. Working patiently to teach them new rhymes and songs will help them learn how to take instructions and how to cooperate. Teaching them how to play musical instruments like a rattler, a manjira, a tambourine will help develop selfconfidence. The educator should smile when she sings, and be proud when making her own music! The children will do as she does. She may need to interest them in an instrument or motivate them to learn a song by showing pictures, telling a short story, or playing a guessing game. The purpose of motivating is to focus the children's attention on the music or rhythm. Learning rhythm and rhyme through poems and songs can provide children with crucial experience in the following areas: • Motivation to learn • Oral language skill Learning songs can help improve children’s vocabulary and offer preparation for future reading. Songs help children gain an understanding of concepts such as up/down, front/back, and left/right, and add these words to their vocabularies. Understanding these concepts lead to knowledge of how words are read and written on a page.
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Rhymes and songs will also give children exposure to the rhythm of the language which will help them read with animation as opposed to a monotone. It helps in: • Sound discrimination which leads to better spelling abilities • Increase vocabulary • Improved coordination • Better concentration skills • Sharper memory • More focused listening skills A Rhyme book can be compiled for each class – Nursery, Jkg and Skg. This Rhyme book may have rhymes in English, Hindi, Gujarati, Sanskrit, Japanese, Marathi, Bengali and Tamil. Eklavya has compiled one and a set has been provided as a sample. Music is a powerful tool that aids a child's development in various ways. A crying baby is soothed by a mother's lullaby or a toddler learns the alphabet and numbers through song. Music nurtures children in the following areas: • Improve physical coordination • Enhance their sense of timing • Aids language and speech development • Provides an outlet for self expression There are many reasons that children need to have musical experiences in their lives. One reason is that they develop confidence in their own abilities to express themselves. They can tell others whether they are happy, sad, lonely, excited, or scared just by singing a song or moving their body. When teaching musical activity, some time slots are better than others for musical experiences. Some of the best times are during transitions. (A transition time is the period between the end of one activity and beginning of another.) Singing a song helps children leave one activity behind and go on to another. Here are some examples of transition times: • A quiet time when the children are seated, such as before or after a snack. • Walking to the play area or while going to board the school bus. • While gathering children together for a group activity. • After the children have been playing hard and need to calm down for another activity.
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Tips for Teaching Rhymes and Songs • The educator should give the children the overall feel of the song by explaining what it is about. Read it aloud and explain the words. • Sing the song through (at a good pace - don't slow down) while the children listen. Children learn songs by hearing them sung. She shouldn’t try to teach the song line by line. Should sing the same song several times. • Let the children join in as soon as they can. If there is a chorus after each verse, teach that first; then the children can sing out on the chorus after she sings the verses. Learning verses will come easier this way. • Do not force the children to learn all the words. If they enjoy singing what they do know, the whole class can have a good time. • Do not force children to sing, or stress the tone and technique so much that it takes the enjoyment out of singing. How they sing is not as important as why they sing! Let it be fun! • Let the children make it their song. As they learn it, the educator should lower her voice so she does not dominate. • Other children often are the best educators. If one child already knows the song, let her teach. • Substitute the child's name or a familiar location for names in a song: ‘Old (child’s name) had a Farm.’
18. Movies/Videos Once a week the children can be taken for a video show for around 25 mins. They can be shown interesting children related films & cartoons like: Sr. No. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16.
Name of the Movie Magic Ring (Tom & Jerry movie) Twice Upon a Christmas Krishna Tinker Bell and the Great Fairy Rescue Ice Age 3 Princess and the frog Toy Story – 3 Despicable me Jungle Book Home Alone 3 Everybody loves Goofy Everybody loves Donald Everybody love Mickey Chicken Little Winnie the Pooh Piglets Big Movie
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Duration 1 hr 1 hr 1 hr 35 min 1 hr 15 min 1 hr 30 min 1 hr 30 min 1 hr 40 min 1 hr 30 min 1 hr 20 min 1 hr 30 min 50 min 50 min 1 hr 1 hr 10 min 50 min 50 min
19. Art & Craft There are Art & Craft activities which help the children to develop their creativity. While playing with clay, through paper folding, using crayons, chalk, brushes & scissors, eye-hand coordination develops. Besides painting and colouring, children should be introduced to: * Spray Painting * Hand Painting * Finger Printing * Marble Painting * Sand Pasting * Paper Folding * String Painting * Cutting and Pasting * Clay work * Pasting sand on the outline of a drawn figure. 20. Story Telling Story telling is an important medium through which a child’s fantasies are nurtured. Story telling can encourage students to explore their unique expressiveness and can heighten a student’s ability to communicate thoughts and feelings in an articulate, lucid manner. Telling and listening to stories is one of the most common scenes in Pre School. Story telling is an art by itself and there are certain educators/people/persons who are masters of this art. However the Pre School educator needs to consciously cultivate the skills for story telling. She must enjoy telling stories, she should learn to relax and enjoy the story. Why story telling? Story telling helps in: 1. Gaining verbal skills 2. Comprehending 3. Passing on values 4. Developing listening skills 5. Developing creativity Stories are enacted also. Children learn to share, to take turns, to play cooperatively and to play within the rules defined by their roles. Enactment of a skit also helps the educator to know about the children. It gives her a glimpse of their thoughts and feelings. New concepts are introduced through stories. When any new letter of the alphabet is introduced, a story with many words starting with that particular letter is told. For e.g. Bunty was very happy today. He was going for his birthday shopping. He and his mother went to a big toy shop. Bunty was surprised to see beautiful and colourful toys. There was a red ball and a blue bat. They bought a bunny toy. After going home they had bread and butter. Later on he had a big glass of milk.
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Some tips for Story Telling: • Tell a simple story in English. Use simple language which the children can understand and be interested in. • Use picture books/pictures to compose stories. Allow children to narrate a story in their own way using pictures/picture books. This will help to develop their own imagination. • While telling a story, give sounds of the related characters/objects, “the monkey went, hoop, hoop, hoop….”, “the dog came in bow bow, bow bow….”, then the bell rang tin, tin…” Also be careful at the same time that sounds of ghost/objects by which the child gets scared are avoided. • Body language used with voice modulation will be more effective. Hence when you tell a story stress on a few adjectives, “there was a big wicked wolf’, “Little Red Riding Hood was SCARED”. • Facial expressions are also equally important. Make the child feel the same expressions evolving from the story. • Cook up a story which involves the toys of the child. If possible take up the child’s or her friend’s name as one of the characters of the story. • Allow the child to tell the story related to her own toys. • Two-three children of the class can participate in the story telling, tell a “round robin” story. One person starts a story and stops after a few sentences. Then someone else continues the same story. • While telling a story always ask the children a few questions, “now will the rabbit win the race or the tortoise?” “Will the tortoise make friends with the proud rabbit? Why? etc. • Try as far as possible narrating fables and parables. i.e. moral based stories & stories from Panchatantra, Hitopadesh, Vikram Vetal, Akbar-Birbal, etc. • Avoid telling stories which are not possible in reality i.e. fairytales, ghost stories, etc. • Try to give a happy ending to the story after explaining the reality. Selecting stories • The story should be appropriate to the needs, interests and maturity level of the children. • The story session can be made interesting and challenging if the educator tells a variety of stories on different topics. The same stories can be imaginatively retold by changing some aspects of the story like the character, the details of the setting, etc. • The themes of the story can vary from animal stories to fairytales to factual episodes, adventures stories. • The length of the story depends as much on the age and ability of the children as the content and presentation by the educator. • The educator can also take the help of flannel board puppets, storyboards, flash cards, picture charts, poster to either tell the story herself or encourage the child to speak the story from the picture. This helps language development also.
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21. Value Education Children need exposure to values in order to form good habits and attitudes. If left to a stressed environment, children develop unacceptable attitudes which result negatively with the child’s motivation to behave. It can isolate a child from relating to others and affect the child’s self-worth. Values are essential for healthy development and growth. This can be taken by the Principal for all the classes once a week. It can be a platform to inculcate values, sharing and learning from experiences and resolving issues. Through stories, role-play and sharing she can inculcate values in children. Some of the values can be: Obedience: The first essential value that should be passed on to children is obedience. Children need to understand that there are limits to acceptable behavior and that the world is governed by rules that all people have to obey. She can show the children the importance of obedience not only through discipline but also by obeying rules herself and taking advantage of every available opportunity to show children why obedience is important.
Habits and Attitudes: It is important that children develop the right habits and attitude at this age. For eg. brushing teeth twice a day, putting things back from where it was taken, saying ‘please’, ‘sorry’ and ‘thank you’. She can make children realize the importance of each of these in their life through anecdotes or stories. Confidence: Another value that all children should acquire is confidence. A child that receives proper encouragement will have self-esteem and be less afraid to speak and volunteer in school and in other activities. She should allow children to do simple tasks independently and gently congratulate them when they figure out solutions. Patience: Children also need to learn patience. A child that learns early on in life to wait for certain things without throwing tantrums and becoming upset will be able to adjust to changes easily and handle disappointments in a better way. Generosity: Generosity is another key value for every child to develop. Children should learn that generosity is essential to the functioning of our society and that people should share and help others. Educators should encourage them to share and help their peers and others often.
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22. Clay Work Most children when given a piece of clay, are immediately motivated to explore it by trying to mold it in various shapes fairly known to them. They poke it, squeeze it, pinch it, coil it, flatten it etc. Each time they act on the clay, the clay adjusts and responds. These changes mean very little to us as adults, but for a child these changes are magical and interesting. If they can notice a change in the clay, they are learning that their actions have consequences. It encourages more experimentation. The child’s brain is taking shape along with the clay. Such self-initiated activity can be the right choice for the developmental needs of the child. Clay stimulates the child’s curiosity. Intelligence, imagination, and creativity are engaged and fostered. The tactile and visual feedback provided by clay generates many new synapses in the child’s brain. Manipulating a piece of clay develops the children’s large and small muscles. Working with clay fosters eye-hand coordination. Clay is so fascinating that some children work for long periods without any adult motivation to maintain their interest. It can be a great way to extend the attention span of some children. When giving clay to children for the first time, do not instruct them on what to do with the clay except to clarify that it is to play with - not something to eat. Other than making sure they do not eat it or throw it, the educator should simply watch and see what they do with it. Some children are ready to plunge in and try anything and other children are shy. Children are very good at reading us. They imitate our actions. If a child is too hesitant, let the child watch the educator explore the lump of clay herself. Encourage them that it is okay to pinch it, poke it, pound it, and so on. Since some children have learned to avoid getting messy, show them how easily clay wipes off our fingers with a moist cloth. Sometimes they will just practice wiping the clay off their fingers at first. This is fine. It is a learning. Children will love to do things that make the educator happy, so the educator should express satisfaction and joy and should appreciate them for their smallest of achievements. They do not have to make a piece of pottery or sculpture to make us happy. We just want to see them enjoying themselves. Children love making smilies, balls, diyas, jalebis etc with clay.
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23. Saturday Visits At an early age children learn sensorially and not intellectually or logically. Therefore they are given some sensorial exposure. This exposure in school is incorporated through various experiences like: • Sight- memory game, dark/light or bright, colour, geometric patterns • Hearing- telephonic game (passing a message), silence game, Sa re ga ma, identifying voices, etc. • Smelling-identifying various smell eg. Eucalyptus, Vicks, ginger, rose, ripe fruits, cow dung, mehendi, first rain on earth, horrible smells like pungent smelling gases. • Tasting- tasting eatables with different tastes, hot/sweet, etc • Feeling- touching hot and cold substances, rough and smooth surfaces, playing with clay or sand. But another way is to give wholesome experiences. This is the objective of our Saturday visits. The Pre Schoolers can visit the following: * Zoo * Farm * Balvatika * Railway station * Gandhi ashram
* Tractor-ride * Garden * Nursery * Visit to a village * Aquarium
* Religious places * Traffic Park * Post Office * Church * Museums
These visits broaden the view of their surrounding for the children and systematically enhance/inculcate civic sense in these little citizens. • These visits increase child’s communication skills which help in vocabulary building (as she learns to express her views) ask questions and sharpen listening skills and will learn about people’s different role in the society. Attentively she will get a chance to practice early information-gathering skills. • The imprints of these visits are depicted by the children during their drawing sessions on the following Monday for e.g. When children visit a zoo they may draw a cage with various animals in it etc.
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24. The Mixed group day The Pre-School in Eklavya follows a unique form of teaching where the children are the teachers and learners themselves. Mixed group day is a day in the week when a group of children of age group two and half to five and half yrs (Nursery, Junior KG and Senior KG) come together in an environment where these children learn to help and be helped by other children and the whole process of peer learning takes place. There is a good and consistent interaction that takes place among children whose age and abilities are varied. Maria Montessori said nature and nurture work hand-in-hand where the groups should contain different ages, because it has great influence on the cultural, social and emotional development of the child. We have mixed group once in a week. In the morning the children come to their respective classes and after the teacher takes the attendance and the children finish their fruit break, a group of 5-6 children from each class go to a their mixed group classes. The total strength of the Pre-School is around 265 which is divided into 10 classrooms, and that makes a mixed group class strength of around 26-27 children. The children have a particular mixed group teacher who merely acts as a facilitator in the learning process. The children begin the mixed group day by doing shloka chanting, prayer, the day& date and a mixed group sharing time. After this, children form their own group of 2-3 members to play different kinds of puzzles. They draw, read, colour, do clay work and various kinds of FMS & GMS activities. We also sit together in a circle to do simple science experiments. Children also sit together and eat. Last half an hour children help in arranging the puzzles, cleaning the class and then all of us sit together sing songs and rhymes. It has been observed that within 3 -4 weeks the children get acquainted to their mixed group teacher and peers and develop a beautiful bonding and they keep exchanging a ‘hi-bye’ whenever they meet. The importance of mixed group is felt more now as the upbringing of kids are now in nuclear family whereas there was a strong system of joint families in earlier days where a lot of learning would occur among brothers, sisters, cousins when they played, studied and did things together. The difference of few years creates a comfort zone for the children at both ends to help out more. The child also gets her own time and learns at her own pace which is crucial for a child’s learning. The propensity of accomplishing the task, learning how to cooperate and act sensibly in a situation doubles. We at Eklavya feel that mixed group is not only a medium for learning but also an opportunity to promote interaction among children of various age groups, which plays a part in enhancing their all round development.
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25. Curriculum Guide Fine and Gross Motor Skills * Is able to run * Is able to walk in a straight line * Is able to jump * Is able to hop * Is able to climb stairs and walk downstairs with alternate foot * Is able to march * Is able to stand on one foot for 5-10 seconds * Is able to walk backwards for five feet * Is able to throw a ball * Pastes objects * Claps hands * Able to button a garment * Builds with blocks * Draws and colours beyond a simple scribble * Able to zip a zipper * Controls pencil and crayon well * Cuts simple shapes * Handles scissors well * Able to copy simple shapes Social-Emotional Development * Can be away from parents for 3-4 hours without being upset * Takes care of toilet needs independently * Feels good about self * Is not afraid to go to school * Cares for own belongings * Dresses self * Knows how to use handkerchief or tissue * Knows own gender * Brushes teeth * Asks to go to school * Knows full name * Knows parents' names * Knows home address and phone number * Enters into casual conversation * Maintains self-control * Gets along well with other children * Plays with other children * Recognizes authority * Shares with others * Likes educators * Meets visitors without shyness * Puts away toys * Able to stay on task * Able to work independently * Helps family with chores
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English Listening and Sequencing * Follows simple directions * Listens to a short story * Listens carefully * Recognizes common sounds * Repeats a sequence of sounds * Repeats a sequence of orally given numbers * Retells simple stories in sequence Reading Readiness * Remembers objects from a given picture * Knows what a letter is * Has been read to frequently/ daily * Looks at books and magazines * Recognizes some nursery rhymes * Identifies parts of the body * Identifies objects that have a functional use * Knows common farm and zoo animals * Reads own first and last name * Expresses self verbally * Identifies other children by name * Tells the meaning of simple words * Repeats a sentence of 6-8 words * Completes incomplete sentence with proper word * Has own books * Understands that print carries a message * Pretends to read * Uses left-to-right progression * Answers questions about a short story * Tells the meaning of words heard in story * Looks at pictures and tells a story Literacy Skills * Alphabet recognition, reading * Listening & memorizing Nursery rhymes and songs * Social listening * Constructing visual images while listening * Oral communication skills * Role play * Following and giving directions * Paraphrasing and summarizing * Organizing ideas * Relating events and experiences using complete sentences * Listening for correct speech habits and word usage * Beginning writing process * Writing simple sentences
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Maths Size * Understands big and small, long and short * Matches shapes or objects based on size, colours and shapes * Recognizes and names primary colors * Recognizes shapes * Copies shapes Numbers * Counts orally through 50 * Counts objects in one-to-one correspondence * Understands empty and full, more and less Position and Direction * Understands up and down * Understands in and out * Understands front and back * Understands over (on) and under * Understands top, bottom, middle * Understands beside and next to * Understands hot and cold * Understands fast and slow Time * Understands date and day * Understands day and night * Understands time – hour clock Numeracy Skills * Concepts of more, less than, same * Sequence of events * Ordinal-cardinal relationship * Recognition of basic sets * Meaning of addition and subtraction * Introduction to number line * Estimation * Denominations of money * Basic problem-solving strategies Cognitive Development * Matching * Pairing * Sorting & classification * Familiar with colours * Familiar with shapes * Logical thinking * Understanding concept of time
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* Ability to co-relate: shape & object etc * Ability to re-call * Observes objects and events with curiosity * Solves problems using multiple strategies * Arranges objects in a series * Recognizes patterns and can repeat them * Sustains attention in small/large groups Science and Geography * Meanings of holidays, traditions, and customs * Understanding and appreciating other cultures * Individual's role in family, home, school, and community * Relationship of the individual to the group * Work and jobs * Safety rules and symbols * Basic human needs * Self-respect and self-awareness * Awareness of others * Location * Personal hygiene * Good eating habits * Good grooming * Care of teeth * Major body parts * Physical fitness * Safety at home and school * Observation of everyday, familiar things * Common animals and plants * Interrelationships of animals and plants * Classification of living things * Farm animals * Care of pets * Like and unlike plants * Indoor plants * The sun: our principal source of energy * Weather and seasons * Temperature * Light * Colors * Senses * Earth, moon, stars, planets * Simple measurement
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26. Curriculum Essentials 1.
An overview of the curriculum: In an academic year we usually get 18 fortnights to teach (excluding the vacations). The academic year is divided into two terms, so we get nine fortnights in each term. The overview of the curriculum gives us a glimpse of the concepts which will be taught, subject wise, in each fortnight. The overview attached is for 18 fortnights ie. for the first term and second term.
2.
The detailed lesson plans of the 18 fortnights for Nursery, Jkg and Skg for the following subjects are compiled in this Sari:
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Gross Motor Skills (GMS)
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Fine Motor Skills (FMS)
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Circle Time
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Rhymes and Songs
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Art and Craft
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Science and Geography
•
Practical Life Skills (PLS)
•
Montessori Hour
•
English
•
Maths
•
Hindi
•
Story Telling
•
Block Room
•
Saturday Visits
40
27. First fortnight in Pre School Nursery and Skg children join the school along with Junior School, Middle School and Senior School but for Jkg children, school commences a week later. Pre School educators go in different buses to pick up and drop the Nursery and Skg children for the first three days. Once they reach school, Skg children assemble in a particular place and wait eagerly to know their educator and the section. Skg children are welcomed in the assembly by the educators with an action song, dance, puppet show or a drama. They are also introduced to all the Pre- School educators. They enjoy the first week with some games, playing in the garden, meeting their friends and going around the school for a walk. On rejoining, Jkg children also assemble in a particular place and wait to be introduced and taken into their respective classes. On the first day of Jkg, the educators pick up and drop the children from their respective bus stops. Nursery children take sometime to settle down so are taken to open air classrooms – outside in a shaded area for the first few days. Gradually they enter their classes on their own will by the end of the week. All the classrooms are decorated by the respective educators. Birthday Charts, Regular Bus Route and Saturday Route, Parents Name and Contact Numbers and Children’s Corner. An art corner is created in the class where children are free to go anytime and draw or colour of their own choice. Each classroom is made attractive and colourful to the best possible extent which encourages the child to be in class. Educators allow children to play with puzzles, blocks, writing/drawing on children’s board, slate or paper. During the first week, no structured schedule is followed, they are free to do any activity. Nursery and Skg children enjoy the first weekend of the school by going out for a picnic. The children are divided route wise and allotted to any of the four already fixed routes. During the first three days the following notices are sent to parents: Day 1: Home visit form, Home visit date and time, Parents handbook, PEC (Parent Educator Communication Page) and Eklavya Samachar (monthly news letter). Everything is enclosed in an envelope and handed over to the parents by the educators at their respective bus stops. Day 2: Saturday route and Saturday slip are sent. Parents choose the route according to their convenience and fill and send back the slip to the class educator. Day 3: First mother’s workshop date, time and yearly mother’s workshop schedule is sent through the PEC.
41
42
Nursery Lesson Plans
43
An overview of the Nursery Curriculum – 1st Term
1.
GMS
2.
3.
4.
FMS
Circle Time
Rhymes and Songs
Fortnight 1
(Refer to Page 41)
Subject
First Fortnight in Pre School
Sr.
Fortnight 2
Fortnight 3
Fortnight 4
Fortnight 5
• Jumping
• Walking on a straight line • Stamping
• Walking on a zigzag line • Sit and stand
• Beading • Scribbling with crayons
• Crumpling paper. • Scooping in the sand pit
• Sorting and • Transferring matching object water with • Rolling a pencil sponge between thumb • Tearing paper and finger
• Self introduction
• How to • Cleanliness and • Colours behave in the hygiene. • Rainy season bus and at the • Revision • A talk on bus stop Independence • Good Day manners
• Twinkle Twinkle Little Stars… • Teddy bear
• Two little Dicky birds...... • Savera…(H) • 0k iblaDI jaDI… (G)
• Bits of Paper…… • yere yere pa}sa (M) • Butterfly…
• Thirsty Crow • The Lion and the Mouse
• Bubbles goes to school • Bruno put your toys away
• The Ant and the • The Fox and Dove the Crane • Bruno learns to • Bruno gets lost share
• mera nam hE(H)
5.
Story Telling
6.
Montessori Hour
7.
PLS
8.
Block Room
9.
Art and Craft
10.
Saturday • Prahladnagar • Gujarat • Sola Temple Garden Visit Vidhyapith
• Walking forward and backward • Running
• I hear thunder…… • Knock at the door…. • gol gol panI (H)
• Pink tower • Colour tablets • Rolling mats • Beading • Folding mats • Matching • Brown stairs
• Lacing • Picking objects with tweezers and tongs
• Cleaning the • Washing and • Sweeping the place after wiping floor eating hands and • Mopping the mouth floor
• Brushing the teeth • Keeping things properly
• Gift -1
• Gift -2
• Crazy blocks
• Vivo
• Free scribbling
• Palm printing • Block printing
• Free scribbling • Finger printing
• Paper crumpling and printing • Marble printing
44
• Kite Museum
• Railway Station
Sr.
Subject
1.
GMS
2.
3.
4.
FMS
Circle Time
Rhymes and songs
5.
Story Telling
6.
Montessori Hour
7.
PLS
8.
Block Room
9.
Art and Craft
10.
Saturday Visit
Fortnight 6 • Crawling • Walking on a circle
Fortnight 7 • Running with hands on the head • Jumping in and out of the circle • Rolling clay • Pouring between water bowl palms to bowl, cup to cup, glass • Coiling to glass • Cat and • Shapes mouse game • Passing the • A talk on rain Rakshaband • Birds -han • Following Instructions • After a bath… • Good Manners… • @ao`u @ao`u sslu (G) • The Monkey and the Cap seller • The sick Lion • Transferring water • Revision • Removing and wearing foot wears • Preparing lemonade • Vipella -1 • Flag collage • Rakhi making
• Iscon Temple
• sIQao …(H) • m7lI… (H) • Come Here my Dear…
• The mischievous Monkey • Bubbles is careless.
Fortnight 8 • Walking sideways • Jumping with alternate feet
• Matching • Sorting • Scooping of grains • Vegetables • A talk on Gandhi Jayanti
Fortnight 9 • Jump from one place to another • Crab walking
• Making of clay balls. • Texture trail • Fruits • Expression games • A talk on Dussehra
• ta[Rre na re na… (B) • Revision • ºÉɤÉÉnù EòÒ MÉÖÊb÷ªÉÉÄ (H)
• ful…(H) • maro 7e mor … (G) • 0k htI xkrI…(G) • When you are happy… • The Two • The greedy Dog Friends and the • Bubble finds a Bear ball • Bubbles is selfish
• Pegging • Rolling clay with a rolling pin • Opening shutting jars and lids and • Lock & key
• Buttoning • Zipping • Velcro
• Scooping/ Matching/ Sorting grains
• Preparing the soil • Sowing seeds
• Watering plants • Picking up dead leaves
• Vipella-2
• Rainbow
• Sponge printing • Picture sticking (birds) • Balvatika
45
• A true experience of art and forms • Making cars • Colouring square with toothpaste • Colouring box triangle • Colouring shapes (circle) • Post office • Gandhi Ashram
An overview of the Nursery Curriculum – 2nd Term Sr.
1
2
3
4
5
6
Subject
GMS
FMS
Circle Time
Rymes and Songs
Fortnight 12
Fortnight 13
Fortnight 14
• Throwing the ball • Rolling the ball
• Throwing a ball in the basket
• Climbing the stair case with alternate feet
• Walking on toes • Standing on 1 foot for 5-10 sec.
• Putting dry leaves through a twig • Shaking dice by cupping hands • Days of the week • A talk on safe Diwali • Introduction of Animals
• Kicking the ball • Walking on the balancing board • Transferring of water
• Using the • Pinching spray clay. sprinkler on • Tile and plants mosaic • Picking work objects with tweezers • Body parts • Who am I? • A talk on and Christmas • Seasonintroduction winter • Statue game of body • Funny shapes parts and their basic functions • Mummy • majaRl re • SÉEòÉ ®úÉhÉÉ (G) and majaRl (S) • Ten little Daddy…… • I’m a busy Fingers… • Revision busy • The dog • b.dr mama (H) body…… says… • mara p/WaujI (G)
• What I can do… • pxu…(H) • I’m in love with papa…
• The meddlesome Fox • Bruno the artist • Sieving sand • Knobbed Montessori cylinder
• Ninny at the Birthday party • Bubbles has a tooth ache • Revision
Hour
PLS
8
Block Room
10
Fortnight 11
Story Telling
7
9
Fortnight 10
• Dusting • Proper use of handkerchief • L - Angle
• Colouring rectangle Art and • Sand pasting Craft Saturday • Traffic Park Visit
• Blowing nose • Revision • Froebel Gift-1 • Diya making and colouring • Rangoli making • Aquarium
46
• Goldilocks • Revision and the three bears • Bruno tells the truth • Transferring • Red rods. water with • Locking • spoon to bottle; bowl to bottle • Removing • Folding and wearing clothes socks • Gift -2 • Crazy blocks • Colouring • Revision
• Collage making (bag) • Snow man
• Gurudwara • Sundervan
• Putting Upins on paper • Pealing peas /cracking nuts
• A talk on safe kite festival Uttarayan • Helpers • Vehicles • tako tako(J) • Revision • Santa clause is … • dadI AMma (H)
• The Hare and the Tortoise • Pooh –just be nice to your little friends • Sensorial tablets
• Combing hair • Applying lotion • Vivo • Paper crumpling • Simple paper folding • Church
Sr.
1
Fortnight 15
Subject
GMS
2
FMS
3
Circle Time
4
Rymes and Songs
5
Story Telling
6
Montessori Hour
7
PLS
8
Block Room
9
Art and Craft
10
Saturday Visit
Fortnight 16 • Stepping on bricks • Stretching • Climbing the net.
Fortnight 17 • Balancing on a log. • Swinging on the monkey bar.
Fortnight 18 • Balancing an object on the head • Rolling on the lawn
• Matching of different sized lids with jars • Winding thread on a spool
• Picking objects with tongs • Turning coins/cards
• Using paint brush • Stacking the objects
• Object belonging to a place • Action words • AMma nLl(T) • Cobbler… • 0k 7o3a bIj (H)
• My family • What I like – don't like
• Three Little Pigs. • The Ugly Duckling
• Snow White. • Revision
• Grinding
• Constructive triangles • Revision • Washing and peeling fruits. • Making fruit salad
• Turning pages of a book • Drawing standing and sleeping lines in the sand with fingers, twigs • Opposite words • Memory game • hStku3uMbm\(S) • Old Macdonald… • hm ho.ge kmyab (H) • The Fledging and the Caterpillar. • The Leopard and the Hare. • Polishing (Brass polish) • Setting the table • Wearing and removing clothes
• A true experience of art and forms • Mosaic (different shapes) • Painting
• Walking on knees with hands in the air
• Washing handkerchief. • Pegging
• •
0k do tIn (H) 0k iblaDI
(G)
• Vipella -1
• Vipella-2
• Rainbow • L-angles
• Kite making • Sticking pictures
• Colouring Flag • Colouring leaf
• Rainbow collage • Picture sticking (Animals) • • Eklavya nursery
•
Kankaria zoo (Bird Section)
•
Kankaria zoo (Animal Section)
47
• Seasonsummer • A talk on Dhuleti • Hop a little… • Hickory Dickory… • sBjI le lo (H) • The Cock, the Fox and the Dog. • The Fox and the Grapes. • Baric tablet
• Washing utensils. • Hanging shirts and frocks
• Sarkhej Roza • Tri Mandir
Book List For Nursery Sr.No.
•
Book's Name Sketch Book Book of Rhymes (Nursery)
Subject
1
Art and Craft
2
Rhymes and Songs
3
PEC: Parent and Educator Communication Book
Publisher Eklavya School Eklavya School Eklavya School
The cover and a few pages of the Parent and Educator Communication Book & Book of Rhymes (Nursery) - scanned and attached in Annexure 1.
Nursery Subject Wise Period Distribution No. of Periods per Week
No. of Periods per Fortnight
GMS
1 (Also during OFP)
2 (Also during OFP)
FMS
3
6
Circle Time
5
10
Rhymes and Songs
3
6
Story Telling
3
6
Montessori Hour
10
20
PLS
2
4
Block Room
1
2
Art and Craft
3
6
Music
1
2
Value Education
1
2
Clay
1
2
Dance
1
2
Total
35
70
Subjects
Number of Periods: - The number of periods written along with the topic indicates the actual periods taken to complete the activity in a fortnight.
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49
Subject : Saturday Visit Topic: Prahladnagar garden
Fortnight : 1
Learning Outcomes: • Visit will enhance social skills in children. • Will enhance awareness about the outside world. Teaching Aids: None Teaching Methodology: • After reaching the place the educators will divide the children class wise and then take them inside the garden. • The educator will choose a place where the children can keep their bags and bottles comfortably and she will ask them to give their communication page. • She will then take them around the garden showing and naming the different things they see - flowers, some trees, some of the rides and encourage children to share whatever they want. She will also encourage them to ask questions. • Then the children will play and the educator will also join them. • Around an hour before departure, the children will eat their tiffin, taking care that they do not litter. All aluminum foil to be thrown in the dustbin, if dustbin is not there the educator should ask them to throw it in the bag which is made into a dustbin for the time being and then dispose the bag later on in a dustbin wherever available. • 15 minutes before the departure, children should board their bus, and head count to be taken. Note: • The educator should be alert and also discourage children from talking to strangers. • The educator should also be alert that strangers do not take photographs of the children.
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Subject : GMS Topic: Jumping
No. of Periods: 2
Fortnight : 2
Learning Outcomes: • Develops controlled movement of legs and feet. • Body control and balance. Teaching Aids: None Teaching Methodology: • The educator will take the children out in the garden. • She will make them stand in four rows and the children will stand with one arm distance. • Now the educator will demonstrate and instruct the children to follow the same. • She will jump with both legs at the same place and gradually jump forward and backward. • The children will follow the same. Extended activity: • The educator can make the children do this activity during their outdoor free play.
Subject : FMS Topic: Beading
No. of Periods: 3
Fortnight : 2
Learning Outcomes: • Enhances eye-hand co-ordination. • Develops finger and palm muscles. • Develops concentration level. Teaching Aids: • Bowl • Beads (medium size with big hole, comfortable for a child to hold easily) • One big bowl • String with one bead tied at the end. Teaching Methodology: The children will sit in a circle with the educator. Period 1 • The educator will demonstrate. • She will first take beads in a bowl along with the string. • Then she will show how to hold the bead and pass the string through its hole. • She will continue the activity till all the beads from the bowl are stringed. Period 2 & 3 • The children to do the activity, taking turns. Note: They will also do this activity during Maria Montessori hour.
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Subject : FMS Topic: Scribbling with crayons
No. of Periods: 3
Fortnight : 2
Learning Outcomes: • Develop fine motor skills. • Develop eye-hand co-ordination. Teaching Aids: • A4 size papers.
• Jumbo crayons.
Teaching Methodology: • The children will sit in a circle with the educator. • The educator will demonstrate how to hold a crayon with the thumb, index finger and tall finger. • She will give crayons and papers to children and ask them to scribble on the paper. Note: The educator should not force any child to hold the crayon with her right hand. Let the child hold as per her comfort level. Free scribbling will also be done during art/craft activity.
Subject : Circle time Topic: Self- Introduction
No. of Periods: 10
Fortnight : 2
Learning Outcomes: • Children will learn to share in a group. • They will learn to know each other, by their names. • Enhances their listening skills and vocabulary. Teaching Aids: None Teaching Methodology: • Children will sit in a circle. • The educator will introduce herself, for e.g., “Good morning. My name is Avantika Rao. I teach in Nursery β.” • She will repeat it and then ask the children “Who am I? Which class do I teach?” She will wait for the answer. • Then the children, one by one, will introduce themselves, for e.g. “Good morning, I am Vrutti Patel. I study in Nursery β.” • This will continue until everyone gets a chance. When all have got a chance, the educator will clap for the children. Note: • The educator will ask the children their names every day for the first two weeks. • She will also ask them the names of their classmates.
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Subject : Rhymes and Songs Topic: Twinkle Twinkle / Teddy Bear
No. of Periods: 6
Fortnight : 2
Learning Outcomes: • Children will be able to recite a rhyme on their own with action and expression. • They will be aware of new words. • Comprehension level will improve. Teaching Aids: • Rhyme Book- 1. Twinkle Twinkle (Pg.4) 2. Teddy Bear (Pg.7) Teaching Methodology: Period 1 • The educator will first recite the whole rhyme. She will focus on: 1. The rhythm of the rhyme. 2. The voice modulation. 3. The correct pronunciation. • Then she will say each line with action and the children will repeat after her. • She will then discuss the meaning of the rhyme: who and what is it talking about, what happened and so on. She should encourage children to guess and express what they understand from the lines. The educator should help them to get the right explanation. • Once again repeat the rhyme with action - one line by the educator and then by the children. Period 2 • The educator will say the rhyme with action allowing the children to recite along with her. • She will pause at new words in the rhyme and discuss its meaning - the children should be allowed to share a few things related to the words. • The educator will give the Rhyme Book to the children and encourage them to open the page on their own. • She will repeat the rhyme line by line and will ask children to look into the rhyme book while repeating after her. • The educator and children will do it twice or thrice – depending on how engrossed the children are in the activity.
Period 3 • By now children know the rhyme fairly well. With the rhyme book open in front of them, the educator and children will say the rhyme together. The educator can begin the line and allow children to complete it. • Now allow the children to recite on their own - The educator will help only when needed. • The educator will divide the children into groups and each group will recite. Extended activities: • Have a printout of the rhyme put on the soft board at the eye level of the children. • Revise rhymes during transition – from one activity to another. Note: Devote around 2 periods for each rhyme. In the beginning the educator will need to devote around 3 periods for each rhyme but gradually will need 2.
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Subject : Story Telling Topic: 1. Thirsty Crow
No. of Periods: 6 2. The Lion and the Mouse
Fortnight : 2
Learning Outcomes: • Children will be able to comprehend a story. • Know the sequence in a story. • Be able to narrate the story. • Enhance their vocabulary. Teaching Aids: • Flash cards or puppets related to the characters in the story. • The story book with big pictures. 1. Thirsty Crow 2. The Lion and the Mouse. Teaching Methodology: Period 1 • The educator will arouse interest in the children by asking them to guess who or what the story is about. • She will then tell the name of the story with a lot of facial expression and voice modulation. She will the begin telling the story. • She will stop in between and ask questions as to what they think will happen now? • She will then complete the story. Period 2 • The educator will use the story book to tell the story this time. • She will allow children to form the story by following the pictures shown. • She will then read the story from the book allowing the children to see the picture. (She will hold the book in such a way that both reading and seeing the pictures can happen.) Period 3 • The educator will again tell the story with puppets or flash cards. • She will pause in between and ask questions which will lead to the next sequence. • She will focus on getting the children to say the story with the support of the puppets or flash cards. Period 4, 5 & 6 • The educator will ask any child to volunteer to begin the story. • She will then keep moving from one child to another with the question “then what happened?” and “then?” etc. • She will give a chance to children to say any story they like. Extended activity: • Allow children to arrange the flash card in the sequence of the story. • Encourage discussion at the end of the story, what if this did not happen? Children enjoy adding their bit. • Leave the story book in the class for children to browse when they want. Note: Use simple sentences and remember children love listening to the same story again and again, enact it as if you are saying it for the first time. All stories need not have a moral-so do not always stress on the question “So what did you learn?”
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1. Thirsty Crow There lived a crow named Kalia. He flew above the clouds in the sky. He met and greeted all his friends on the way. One day, he spotted a berry bush in a village. He flew down and ate to his heart's content. The grand feast that he had made him thirsty. He went looking for water and soon spotted a pitcher. Looking inside the pitcher, he realized that the water level was very low. Walking back and forth, he gave the situation a thought. After some time, Kalia came across a very good idea. He picked up a pebble in his beak. He flew to the pitcher and dropped the pebble in it. Kalia became very happy on seeing the water level rise. He continued to drop pebbles, which tired him a lot. But he kept on dropping the pebbles till the water was within his reach. After having a good drink, Kalia flew away happily.
2. The Lion and the Mouse One day, a lion was sleeping by a tree in the jungle. A mouse ran across the lion and woke him up. The lion was very angry. He caught the mouse in his paws. “You woke me up from my nap!” the lion roared. The frightened mouse said, “I am so sorry!” “For that, I will now eat you up!” said the lion. The mouse said, “If you let me go, I might save your life one day!” The lion laughed and said, “how could you save my life?” But still he felt sorry for the mouse, so he let him go. A few days later, the mouse was back in the jungle. He heard a loud roar from behind some trees. The mouse found the lion caught in a hunter's net. With his sharp teeth, the mouse bit through the net. Soon the lion was free. “Thank you, my little friend!” he said.
Subject : Montessori Hour Topic: Pink Tower
No. of Periods: 6
Fortnight : 2
Rules for Maria Montessori Hour • The nursery classrooms have all the materials given on Pg. . 20. • One Montessori material will be demonstrated by the educator at the beginning of the class. After the demonstration is over the children will be free to take a mat and choose any material they want to work with. They will work individually on their own. This period is for 1hr on all days of the week – Monday to Friday. • Each and every activity is first demonstrated by the educator without any verbal instruction. • She will take a mat, bring the material to be introduced and show the correct way to play with the material.
55
• After that she will keep the material back at its place and also roll or fold the mat and keep it back. • Children have to sit on the mat (big or small) with the play material. • Children have to learn to roll a big mat and fold a small mat. • Once they finish playing, play material should be kept back properly at its place. • Children have to wait for their turn, before taking any play material. They cannot snatch away the material from another child. • Children should not talk during Maria Montessori hour. If two children are talking, the educator should ring the ‘manjira’ twice. • The educator has to decide a corner where children can do the water activity. There should be a small low table, a plastic sheet to be put on the table and a cloth. So for e.g. if a child wants to do an activity-‘Transferring of water from bowl to bowl with sponge’, she will take the table, put plastic sheet and a tray having two bowls and a sponge on it, spread a small mat to sit, fill water in the bowl and start the activity. The educator will explain that they should be careful while doing any water activity. Water should not spill outside on the table or floor. And if water spills, they have to clean the place with the cloth. PINK TOWER Learning Outcomes: • Develops eye-hand co-ordination. • Helps in increasing concentration as the body and mind work in union with total concentration. • Develops visual discrimination[dimensional gradation] Teaching Aids: • 10 wooden cubes ranging from 1 cm3 to 10 cm3. Teaching Methodology: • Children will sit in a circle with the educator. • She will build a block-tower beginning with the largest block at the base. She will show the children how to hold the cube and place it one above the other with the movement of the whole arm. Later the children can be taught small-large, smaller-larger, smallest-largest. The educator will dismantle the tower by picking up each cube one by one and by slowly putting it down. She will then put it back from where it was taken. • Once in a while the child may be allowed to dismantle it by knocking it down gently. Control of error: • It is self-corrective as the child is able to make out the odd cube that is not arranged in descending order from base to the top. Note: After the demonstration is over the children will be free to take a mat and choose any material they want to work with. They will work individually on their own. This period is for 1hr on all days of the week - Monday to Friday.
56
Subject : Montessori Hour Topic: Beading
No. of Periods: 7
Fortnight : 2
Learning Outcomes: • Enhances eye-hand co ordination • Develops finger and palm muscles. • Develops concentration level. Teaching Aids: • Beads (medium size with big hole, • Big bowl comfortable for a child to hold • String with a bead tied at the end easily.) • Bowl
Teaching Methodology: • • • • • •
The children will sit in a circle with the educator. The educator will demonstrate. She will first take beads in a bowl along with the string. Then she will show how to hold the bead and pass the string through its hole. She will continue the activity till all the beads from the bowl are stringed. She will ask the children to do the activity by taking turns.
Subject : Montessori Hour Topic: Brown Stairs
No. of Periods: 7
Fortnight : 2
Learning Outcomes: • Develops eye-hand co-ordination. • Helps in increasing concentration as the body and mind work in union with total concentration. • Develops visual discrimination[dimensional gradation] • Develops visual sense to distinguish differences. • It brings precision in holding things. • Develops muscular skills. • Prepares the child for concepts in plane geometry, area and volume. Teaching Aids: • 10 Broad Stairs [It consists of ten cuboids of the same length but has varying breadth and height] Teaching Methodology: • The children will sit on either side (left and right)of the educator • The educator will place the cuboids separately and randomly in front of her. • Then she will pick up the biggest cuboid and arrange it first. She will arrange the rest in descending order, one at a time along the ground. She will specify that the edges of each cuboid should meet with exactness. It should form staircase formation. • The child should be allowed to deal with the cuboid of the brown stairs individually. She can begin with the biggest cuboid and then gradually arrange in descending order. While doing so she has to make efforts with her little hands, which in the process stretches and grows.
57
Subject : PLS Topic: Cleaning the place after eating
No. of Periods: 4
Fortnight : 2
Learning Outcomes: • It will make the children understand the importance of cleanliness. Teaching Aids: • Brush • Dust bin • Dust pan Teaching Methodology: • The educator will collect the children after most of them have finished eating and show them the area they ate where they have dropped food. • The educator will sit with the children in a circle and tell them that they are going to clean their place after eating every day. • She will show them how to use the brush and the dustpan and then how to throw whatever has been collected on the dustpan into the dustbin. Then she will ask children to do so one by one. • The educator will ensure that after eating food children keep the area clean every day. Subject : Block Room Topic: Gift 1
No. of Periods: 2
Fortnight : 2
Learning Outcomes: • Will enhance eye and hand co-ordination. • Fine motor skills will be developed. • Will develop control in hand movements. Teaching Aids: • This Gift consists of 6 soft yarn balls of approximately 2" in diameter. The balls are coloured red, orange, yellow, green, blue and purple. They have a string (approx. 6" long) with a loop on one end so that they can be dangled. It is introduced while the child is still an infant and is used for children aged 3 months to 3 years. Teaching Methodology: • First the educator will sit in a circle with the children. • Then she will say “today we are going to play with Gift no 1.” She will show the different coloured balls. • Then she will pass each ball around to the children, to feel it. • Then she will first take any coloured ball, put her right hand index finger inside the loop and spin it around her finger. • After demonstration she will pass the ball around for each child to do it. • When every child has done it then she will take another coloured ball, put her right hand index finger inside the loop and will try to throw it in the air and catch the ball. Then she will pass the ball around for each child to do it. Note: Please see sheets attached (Pg. 683) the heading Froebel Gifts for various exercises - exercises shown on the sheets to be done one after the other.
58
Subject : Art and craft Topic: Free scribbling
No. of Periods: 6
Fortnight : 2
Learning Outcomes: • Develops fine motor skills. • Develops eye-hand co-ordination. Teaching Aids: • A4 size paper. • Jumbo crayons. Teaching Methodology: • Children will sit in a circle with the educator. • The educator will demonstrate how to hold a crayon with the thumb, index finger and tall finger. • She will give crayons and paper to children and ask them to scribble on the paper. Note: The educator should not force any child to hold the crayon with the right hand. Allow the child to hold as per her comfort. Subject : Saturday Visit Fortnight : 2 Topic: Sola Temple Learning Outcomes: • Refer to Saturday Visit Fortnight 1 • Will make the children aware of one of the forms of Lord Krishna. • Will enhance awareness about the outside world. Teaching Aids: Sola Temple Teaching Methodology: Refer to Saturday Visit Fortnight 1. Note: The educator should be alert and also discourage children from talking to strangers. The educator should also be alert that strangers do not take photographs of the children.
59
Teaching Learning Materials Used In this Fortnight
Fortnight 2: Montessori Hour & FMS – Beading
Fortnight 2: Montessori Hour – Pink Tower
Fortnight 2 : Block Room – Froebel's Gift No. 1
Fortnight 2 : Montessori Hour – Brown Stairs
60
Subject : GMS Topic: Walking on a straight line
No. of Periods: 1
Fortnight : 3
Learning Outcomes: • Children will develop controlled movement of legs and feet. • They will develop co-ordinated movements between the right leg and the left leg. Teaching Aids: • Chalk • A painted line • String Teaching methodology: • First the educator will ask the children to walk on the floor (without drawing a line) one by one. • Then she will draw a straight line on the floor with a chalk and tell the children to walk on it and to move ahead using alternate feet. Note: • The educator can draw a line with the help of a string. The line should be straight. • A permanent painted line on the floor will help the children to practice their skills whenever they pass the line.
Subject : GMS Topic: Stamping - using alternate feet
No. of Periods: 1
Fortnight : 3
Learning Outcomes: • Children will develop controlled movement of legs and feet. • Children will learn to use alternate leg movements. Teaching Aids: None Teaching Methodology: • The children will remove their foot-wear and will stand in a horizontal line facing the educator. • The educator will first demonstrate how to stamp by stamping her feet alternately and then ask children to do the same. • She should encourage and ensure that each child is doing the activity properly.
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Subject : FMS Topic: Crumpling paper
No. of Periods: 3
Fortnight : 3
Learning Outcomes: • Develops finger and palm muscles. Teaching Aids: Old newspapers. Teaching Methodology: • Children will sit in a circle with the educator. • She will take a piece of old newspaper and tear a part of it with the help of the thumb and index finger. • Then she will crumple the paper using both hands. • Then she will keep it between her palms and make a ball. • Then she will distribute pieces of newspaper to each child and ask them to follow the same as demonstrated. • She will encourage the children to crumple and roll the ball firmly and properly.
Subject : FMS Topic: Scooping in the sand pit
No. of Periods: 3
Fortnight : 3
Learning Outcomes: • It will develop fine motor skills. Teaching Aids: • Beach set (sieves, spoon, bucket, bowls, cups etc.) Teaching Methodology: • The educator will take the children to the sandpit. • She will show how to scoop sand with a spoon, bowl, cup etc. and then she will give spoons, bowls, buckets, etc. to the children. • The educator should ensure that before leaving the sand pit, the toys and the beach set is collected and kept back properly by the children.
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Subject : Circle Time No. of Periods: 5 Fortnight : 3 Topic: How to behave in the bus and at the bus stop Learning Outcomes: • They will learn to behave nicely not only in the bus but also at the bus stop. Teaching Aids: None Teaching Methodology: • The educator will sit with the children in a circle. • She will ask them, “How do you come to the bus stop?” She will wait to get various answers like “I come with my father or mother in a car / scooter / walking etc.” from the children. • She will ask again, “After you reach the bus stop what do you do?” • She will get various answers. After listening to them patiently she will tell them that at the bus stop they should take their bag and bottle and get down from their vehicle and form a line and wait for the bus. They should not run about at the bus stop. When the bus arrives they should not push and rush to board the bus, they should board slowly and be seated wherever they get place. They should not fight or cry for the window seat or to sit near their friend. They should not take out their PEC book or their belongings in the bus. • The educator should put simple questions like “Can we run about in the bus stop? Can we sit inside the car till the bus arrives? Can we fight for a window seat? Can we move about in the bus?” etc. and get the answers from the children. Note: A skit can also be enacted by all the educators in the assembly and the messages can be given through this drama.
Subject : Circle Time No. of Periods: 5 Fortnight : 3 Topic: Good manners Learning Outcomes: • Children will learn to respect elders and friends. • It will develop communication skills. • It will help them to learn to be patient, polite and sensitive. • Social skills will be enhanced. Teaching Aids: None Teaching Methodology: Period 1 • Children will sit in a circle with their The educator. • The educator will begin by wishing children “Good morning children, namaste.” The children will also wish “Good morning, ma’am, namaste.” • The educator will explain that at home also children should wish ‘Good morning’ to their parents or Grandparents when they get up in the morning and say “Good night” when they go to bed at night. Period 2 • Children will sit in a circle with their The educator. • The educator will revise the things explained on the previous day. • The educator will talk about saying “Thank You” when someone helps; saying “Sorry” for making a mistake or doing a wrong action. • She will give various examples for when to say “Thank you” and “Sorry”
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Period 3 • Children will sit in a circle with their The educator. • The educator will revise the things explained on the previous days. • The educator will talk about respecting elders. • She will tell them that we should listen and obey our elders - parents, grandparents. She will also tell them that we should never shout or scream at them. Period 4 • Children will sit in a circle with their The educator. • The educator will revise the things explained on the previous days. • She will explain the norms of the class room: a) In the class or in the garden, children should wait for their turn. b) They should not push anyone or snatch away things from their friends. They have to learn to be patient e.g. if a child wants a book, she has to say, “Please, will you give me this book?” c) Children should learn to share things with their friends. d) They should not fight or hurt others. • Children will learn to ask. “May I drink water?”, “May I go to toilet?”, “May I come in?” Period 5 • The educator will ask a few questions about what has been explained to them in the previous classes. • She will give a chance to every child to say something. Note: “Good Manners” should be practiced at school as well as home. The educator has to make children understand what is acceptable and what is not. She should be firm yet polite while doing so. Subject : Rhymes and Songs No. of Periods:6 Fortnight : 3 Topic: Two little Dicky birds / सवेरा (H) / Song: BäEò ʤɱÉÉb÷Ò VÉÉb÷Ò (G)
Learning Outcomes: • Children will be able to recite a rhyme on their own with action and expression. • They will be aware of new words. • Their comprehension level will improve. Teaching Aids: BäEò ʤɱÉÉb÷Ò VÉÉb÷Ò • Rhyme BookiÉäxÉä {Éä½þ®úÒ ºÉÉb÷Ò 1. Two little Dicky birds (Pg.14) ºÉÉb÷Ò {Éä½þ®úÒ ¡ò®ú´ÉÉ MÉq (G)
Learning Outcomes: • Children will be able to recite a rhyme on their own with action and expression. • They will be aware of new words. • Their comprehension level will improve. Teaching Aids: Rhyme Book- 1. Finger Family (Pg.8) (Refer to Book 2. ABC (Pg.21) 3. NaanI marI Aa>q (G) (Pg.34) Song: Be Careful of Rhymes in Annexure 2) (Refer Pg. 253) Teaching Methodology: Period 1 • The educator will first recite the whole rhyme. She will focus on: 1. The rhythm of the rhyme. 2. The voice modulation needed for the rhyme. 3. The correct pronunciation. • Then will say each line with action and the children will repeat after her. • She will then discuss the meaning of the rhyme: who and what is it talking about, what happened and so on. She should encourage children to guess and express what they understand from the lines. The educator should gradually guide them to get the right explanation. • Once again repeat the rhyme with action- one line by the educator and then by children.
Period 2 • The educator will say the rhyme with action allowing the children to recite along with her. • She will pause at new words in the rhyme and discuss its meaning and children should be allowed to share few things related to the words. • The educator will give the Rhyme Book to the children and encourage them to open the page on their own. • She will repeat the rhyme line by line and will ask children to look into the rhyme book while repeating after her. • The educator and children will do it twice / thrice – depending on how engrossed the children are in the activity. Period 3 • By now children know the rhyme fairly well. With the rhyme book open in front of them, the educator and children will say the rhyme together. The educator can begin the line and allow children to complete it.
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• Now allow the children to recite on their own - educator will support only when needed. • The educator will divide the children into groups and each group will recite. Extended activities: • Have a printout of the rhyme put on the soft board at the eye level of the children. • Revise rhymes during transition – from one activity to another. Note: Revise all earlier rhymes before a new one is introduced. Devote two periods for each rhyme.
Subject: English Topic: Recognizing alphabet Aa, Bb
No. of Periods: 8
Fortnight : 1
Learning Outcomes: • Children will be able to recognize the alphabet. • Will be able to give words beginning with alphabet. Teaching Aids: • 6 to 7 objects beginning with the alphabet in a box • A – aeroplane arrow, axe, apple, abacus, ambulance • B – bus, bottle, basket, book, ball, bead, bat • Worksheets- colouring and circling and drawing • Board and chalk Aa Magic box objects - aeroplane, aqua guard, arrow, axe, and apple - ant, alligator, aquarium, artist, angel 2nd Day 3rd Day - actor, accident, ambulance, ankle Bb Magic box objects - bus, bottle, ball, basket, bicycle, boy, board 2nd Day -bag, butter, boat, book, bed 3rd Day - button, branch, bell, buffalo, balloon Teaching Methodology: Period - 1 • The Educator will write the letter on the board both capital and small letter. For e.g. Aa • She will then sit in a circle along with her children. • She will have the objects [beginning with the letter] put in a box. The box is called a magic box as it has objects that will come out only when a “mantra” is said. • The Educator and children will then chant a “mantra” e.g. igil igil igil igil
bum bum bum jiLd se Aaja cIj bahr tum!
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and the object will be taken out. All will see and name the object. The Educator will then name the object with the correct pronunciation. • The Educator will encourage children to share a few things about the object. • She will continue taking out the objects one after the other each time revising the names of the objects already out. • Once all objects are out she will pass the objects one by one - children will feel and repeat its name and pass it to the next child. • Once every child has seen every object one by one the objects will go back into magic box. • The Educator will once again ask children to name the objects they have just seen. Period 2 • The Educator will write the letter on the board both capital and small. • She will then ask them to give the names of the objects they saw the day before. As the children name them she will draw and write the words on the board. • She will then underline all the first letter of the words and make them repeat the letter. • She will then encourage them to give new words beginning with the letter each time giving them to say. She will then draws and write it on the board. • Worksheet- children will colour the objects that begin with the letter on the worksheet. (For all worksheets refer to workbook in Annexure 2) Period 3 • A quick re-cap of all the words done. • The Educator will give the worksheet and pencil to each child. She will show a sample on the board and then ask children to circle as many as possible- the same letter in the worksheet. Period 4 • The Educator will ask children to give the names of objects beginning with the letter. • She will give each child A4 size paper with grids dividing the page in 4 portions. • She will ask children to give words which they want her to draw (words beginning with the same letter). If she can’t draw the word given she will say she can’t and ask them to give another word. • The 4 objects drawn will be copied by the children in the grids drawn. Extended activities: • Trace the letter on sandpaper letters. • Draw the letter on the floor and line it with beads to form the letter. • Find the letter in the newspaper and circle it. • Play game: Name the objects which begin with the particular letter. Note: • Revise all earlier alphabet done, allow children to give a few words beginning with the letter. • When children name the objects in the language they know (Hindi/Guajarati etc) never say wrong- accept it and then give the word in English.
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Subject: Maths No. of Periods: 8 Topic: Shapes – square, rectangle, circle and triangle.
Fortnight : 1
Learning Outcomes: • Children will be thorough with the four basic shapes. • Children will learn to identify these shapes in their surroundings and associate it with the name ”Circle”, “Rectangle”, “Square”, “Triangle”. Teaching Aids: • Chart paper cutouts of all four shapes • Shapes puzzle • Worksheet: 1, 2, 3, 4 (for all worksheets refer to the Workbook in Annexure 2) Teaching Methodology: Period 1 & 2 • Children will sit in a circle. The Educator will show them the cutouts of the circle and ask them, “Do you know what this shape is?” she will allow children to tell in their own language. After that she will tell them, “This is a circle”. She will hold up a circle and run her fingers over the edge of the circle and trace its circumferences. She will ask them, “Can you feel the shape of a circle?” She will pass the chart paper circle cutouts around to the children to make them feel the shapes. • Then she will show the cutouts of the Rectangle and ask them. Do you know what this shape is? She will allow children to tell in their own language. After that will tell them, “This is a rectangle” it has four sides, two short standing lines (similar) and two long sleeping lines (similar). • After that she will tell them “This is Rectangle” and holds up the rectangle and run her finger on the edge and corners of the Rectangle. She will ask them “can you feel the shape of a Rectangle”. Pass the chart paper Rectangle cutouts around to make them feel the shape. Period 3 & 4 • Educator will do the revision of Circle and Rectangle. • In the same way the educator will introduce “Square” and “Triangle”. Period 5 • Worksheet 1 – Shapes - Colour the Circles. Period 6 • Worksheet 4 – Shapes - Colour the Rectangles. Period 7 • Worksheet 2 – Shapes - Colour the Squares. Period 8 • Worksheet 3 – Shapes - Colour the Triangles. Extended activities: • She can ask children to observe different shapes in the classroom and other places in school to relate and name the shapes.
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Subject: Story Telling No. of Periods: 6 Fortnight : 1 Topic: 1. Fret and Polly 2. The Town Mouse and the Country Mouse
Learning Outcomes: • Children will be able to comprehend a story. • Will know that there is a sequence in a story. • Will be able to narrate the story. Teaching Aids: • Flash cards/puppets related to the characters in the story. • The story book with big pictures. (1) Fret and Polly. (2) The town mouse and the country mouse (Story attached). Teaching Methodology: Period 1 • The educator will arouse interest in the children by asking them to guess who/what the story is about. • She will then tell the name of the story and allow children to guess further. • Then she will narrate the story with a lot of facial expression and voice modulation. • She will stop in between and ask questions as to what do you think will happen now? etc and should allow children to voice her view. • She will then complete the story. Period 2 • The educator will use the story book to say the story this time. • She will allow children to build the story by following the pictures shown. • She will then read the story from the book allowing the children to see the picture. (Hold the book in such a way that both reading and seeing pictures can happen.) Period 3 • The educator will again tell the story with puppets/ flash cards. • She will pause in between and ask questions which will lead to the next sequence. • She will focus on getting the children to say the story with the support of the puppets/flash cards. • The educator will ask any child to volunteer to begin the story. • She will then keep moving from one child to another with the question “then what happened?” and “then?” etc. • She will give chance to children to say any story they like. Extended activities: • Allow children to arrange the flash card in the sequence of the story. • Encourage discussion on the 'end' of the story, what if this did not happen? Children enjoy adding their bit. • Leave the story book in the class for children to browse when they want. Note: Use simple sentences and remember children love listening to same story again and again enacts it as if you are saying it for the first time. All stories need not have a moral-so do not stress on the question “So what did you learn?” always. Devote 3 periods for each story.
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Fret and Polly Once there lived a lioness. She was kind and so, well loved by all the animals in the forest. She had a son, named Fret. Fret's best friend was Polly. Polly was an urchin. Once he saw a deer grazing. “Hey, Fret”, he called. “Let's scare that lonely deer. Come on, give me a hand chase. “On seeing them the deer ran away. One day Fret said, “Mother I want to go out with Polly.” His mother agreed. “But watch out Fret, Polly is very naughty at times,” cautioned his mother. Fret waved, goodbye to his mother and set off. 'I' m sure we'll have a lot of fun together, he thought. Fret and Polly started walking happily. “It is so peaceful here,” said Fret. “You, bet,” nodded Polly. A little later, they reached a barren land. Polly said, “Oh, it’s so boring, let's do something else.” Suddenly, Polly saw some leaves. “Leaves in this barren land? I wonder how?” he looked thoughtful. “Let’s jump on it,” said Polly. Fret was the first to jump. “Wee!” he shouted. “Aaauch!” screamed Fret as he got caught in a trap kept under the leaves. Just then they saw somebody coming towards them. “Perhaps they’re the ones who have laid the trap. What shall we do now?” shouted Polly. But, fortunately Fret’s mother came following them, thinking they might get into trouble. She saw what was happening. She roared and chased the hunters away. As every mother does, I really care for you, Fret. So, I came after you. In future, you two, Fret and Polly, be careful with what you’re doing, okay?” “Sure, Mom. Now we've learnt a lesson. So from today ABC is our password. I mean, Always Be Careful”, replied Fret. The Town Mouse and the Country Mouse Once upon a time there lived a country mouse. One day, he invited the town mouse, his friend, from the city. The country mouse served lunch to his tired friend. He gave him the tastiest of nuts and corns to eat. The town mouse was surprised at what the country mouse ate. He invited the country mouse to see the wonders of the city. The country mouse went with his friend. He was shocked to see so many people staying together in the city. Here the mouse had to walk carefully. They somehow managed to save themselves from the big wheels of a carriage. Later the town mouse took him to his beautiful eating house. The country mouse was pleased and went in. They came to a huge table the town mouse climbed onto the table and invited the country mouse to do so. Both started eating the different kinds of fruits, cheese, breads, nuts and other delicacies kept on the table. Just as they began to eat, they heard someone opening the door to the room. The mice jumped off the table and hid under it. Both of them were scared and started shivering. Then appeared a big cat, which spotted them. The cat started chasing them. The mice ran as fast as they could and entered their hole. After sometime, the town mouse came out seeing no one around, he said,” Now we can eat whatever we want to.” “Thanks”, said the country mouse, “But I want to go home.” The town mouse was surprised and asked, “Don't you want to eat the tasty food?” The country mouse was tired. He told his friend that he would prefer a safe place and a happy life. Saying so, he went back home.
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Subject: Science & Geo Topic: Parts of the body and its functions
No. of Periods: 4
Fortnight : 1
Learning Outcomes: • Children will know the names of the different parts of the body and their functions. Teaching Aids: • Puzzle: Parts of the body • Flash Card Teaching Methodology: Period 1 & 2 • Educator will show one part of the body e.g. eyes and ask them “what is this?” • She will then tell the students to touch their one eye and say “This is my eye.” • Then she will ask what is the function of that part, allow children to answer. Then explain the use of that part e.g. we can see with our eyes and ask them how many eyes we have? Show them we have 2 eyes. • Tell them to touch and count. • Then the educator will show another part of the body e.g. ear and ask them “what is this?” Then tell the name. • Tell them to touch one ear and say. ‘This is my ear.’ • Then ask what the function of that part is. Then explain the use of that part e.g. with ears we can hear. • And ask them “how many ears we have?” Show them we have 2 ears. • Tell them to touch and count. • Educator will show another part of body e.g. mouth and ask them “what is this?” then tell the name? • Tell them to touch their mouth and say. “This is my mouth.” • Then ask what the function of that part is. Then explain the use of that part e.g. we eat with one mouth. • And ask them “how many mouth do we have?” Show them we have only 1 mouth. • Tell them to touch and count. Period 3 & 4 • Educator revises the parts of the body e.g. eyes, ears, mouth. • Then the Educator will show another part of the body e.g. hands, legs etc. and asks what is this? Then tell the name. • She will repeat as per period 1.
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Subject: Block Room Topic: Pink Tower
No. of Periods: 6
Fortnight : 1
Learning Outcomes: • Children will develop eye hand co-ordination. • Helps in increasing concentration as the body and mind work in union with total concentration. • Development of visual discrimination[Dimensional gradation] Teaching Aids: • 10 wooden cubes ranging in size from 1cm3 to 10cm3. Teaching Methodology: • Build a block-tower beginning with the largest block at the base show the children how to hold the cubes and place one above the other by the movement of the whole arm. Later the child can be taught small-large, smaller-larger, smallest – largest. Dismantle the tower by picking up each cube one by one and slowly putting it down, since the child tries to follow as demonstrated. • Once in a while the child may be allowed to dismantle it by knocking it down gently since she built it patiently and then she may not have the patience to dismantle it slowly. Control of error: • It is self corrective as the child is able to make out the odd cube that is not arranged in descending order from base to the top.
Subject: PLS No. of Periods: 4 Fortnight : 1 Topic: Keeping bag, bottle, communication page, opening and closing water bottle.
Learning Outcomes: • Children will be able to understand that there is a specific place for keeping thing in the classroom Teaching Aids: • Bag, bottle and communication page (diary) Teaching Methodology: Period 1 & 2 • Educator will sit with her children in the classroom with bag and water bottle. • She will tell the children the importance of keeping things in a specific place. It is easy to find their belongings. It makes the class neat. • She will then ask children to take out their communication pages (diaries). • She will then show the table on which they have to keep their communication page. • She will call their names (two at a time) and ask them to keep it on the table shown. • She will show them the place to keep their bags and bottles.
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• She will then ask two children at a time to keep the bag and bottle as shown. In this pattern she will ask other children to do the same. Period 3 & 4 • Educator will instruct the children to keep the communication page (diary), bags and bottles at the right place without giving any direction. She will observe the children. Note: • The educator should be consistent with the children. She should see that all children follow the rule of keeping bags, bottle and communication page (diary) everyday. Subject: Art & Craft Topic: Block printing
No. of Periods: 4
Fortnight : 1
Learning Outcomes: • Development of fine motor skill • Children will be aware of different designs and patterns. Teaching Aids: • Different types of blocks used for block printing • Powder colours (any colour) • Drawing book Teaching Methodology: • Making of colour: Educator will mix powder colour, water and a few drops of fevicol to form a smooth paste in front of the children. • She will then demonstrate – she will dip the block lightly in the colours and then press it on the page of the drawing book forming the pattern. • Educator will then divide the children into four groups. • She will then give two blocks and the colour to each group. • They will form different patterns with blocks in the book as they like. Note: The educator should stress on sharing the colours within the group. She should allow the children to work on their own. Subject : Saturday Visit Topic: Prahladnagar garden
Fortnight : 1
Learning Outcomes: • Visit will enhance social skills in children. • Will enhance awareness about the outside world. Teaching Aids: None Teaching Methodology: • After reaching the place the educators will divide the children class wise and then take them inside the garden.
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• The educator will choose a place where the children can keep their bags and bottles comfortably and she will ask them to give their communication page. • She will then take them around the garden showing and naming the different things they see-flowers, some trees, some of the rides and encourage children to share whatever they want. She will also encourage them to ask questions. • Then the children will be allowed to play and educator will also join them. • Around an hour before departure, the children will be allowed to eat their tiffin, taking care that they do not litter. All aluminum foil to be thrown in the dustbin, if dustbin is not there educator should ask them to throw it in the bag which is made into a dustbin for the time being and then dispose the bag later on in a dustbin whenever available. • 15 minutes before the departure children should board their bus, and head count to be taken. Note: The educator should be alert and also discourage children from talking to strangers. The educator should also be alert that strangers do not take photographs of the children. Teaching Learning Materials Used In this Fortnight
Fortnight : 1 – Maths – Basic Shapes
Fortnight : 1 – Block Room – Pink Tower
Fortnight : 1 – Art & Craft – Block Printing
Fortnight : 1 – Maths
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Subject: GMS No. of Periods: 2 Topic: Walking on a circle backward / forward
Fortnight : 2
Learning Outcomes: • Children will develop controlled movements of leg and feet. • They will be able to balance the body while walking on circle. • They will learn the difference between the two terms - forward and backward. Teaching Aids: • Chalk • Painted circle Teaching Methodology: • First the educator will ask the children to form a circle holding each other’s hand. • Then she will ask them to move around in the circle which they have formed. • Then she will draw a circle on the floor with a chalk and tell children to walk on it moving ahead with alternate feet. • Once moving ahead is over she will ask them to move backward. Note: A permanent painted circle on the floor will help the children to practice their skill whenever they pass by the circle.
Subject: FMS Topic: Rolling clay into balls
No. of Periods: 4
Fortnight : 2
Learning Outcomes: • To develop the palm muscles. Teaching Aids: • Plasticine clay Teaching Methodology: • The educator will demonstrate. • She will take a small amount of clay and roll it between her palms to make a ball. • She will then give each child a small amount of clay and demonstrate again. • The children will follow the same. • The educator will encourage the children to make a perfect round ball. Extended Activity: • Children can make a custard apple – they will roll a big ball of clay and on it stick small balls by lightly pressing them on the big ball to make a custard apple. Note: The educator will ask the children to role clay into a ball first in the beginning of the clay work period and then they can make any shape.
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Subject: Circle time Topic: Introduction of fruits
No. of Periods: 3
Fortnight : 2
Learning Outcomes: • Enhance the ability of children to recognize all kinds of fruits. • Children will come to know the specific characteristic of different kinds of fruits. Teaching Aids: • Different kinds of fruits like Mango, Apple, Orange etc • Basket Teaching Methodology: Period 1 & 2 • First the educator will sit with the children in a circle along with the fruits in and the basket. • Then she will take out one fruit and tell them its name and its specialties like ‘It is an apple’. The colour of the apple is red. There are some seeds inside the apple. • Then she will pass it to the children, they will pass the fruit to the next child. Like this she will introduce each fruit. Period 3 & 4 • Next day she will ask children some riddles regarding fruits. • For e.g. 1. Which fruit is called as the king of fruits? Mango. 2. I am a juicy fruit and my colour only tells my name. Who am I? Orange. 3. We are found in two colours green and purple and love to stay together in bunches. Who am I? Grapes. 4. I am rough and thorny outside and yellow inside. Tell me who am I? Jack fruit. 5. I am yellow in colour and have a green crown and when you touch me it pricks you. Who am I? Pineapple. 6. I am a monkey’s favourite food and also used for making wafers when I am raw. Tell me who am I? Banana. Note: She can keep charts of fruits or pictorial books in the classroom so that children can see and revise it. Subject: Circle time Topic: Greeting elders
No. of Periods: 3
Fortnight : 2
Learning Outcomes: • It will help children to socialize. Teaching Aids: None Teaching Methodology: • First the educator will sit with the children in a circle and will greet them ‘Good morning children, Namaste’. • She will ask children to greet her too and to greet each other.
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• Then she will explain that every day they should greet their elders including their grandparents, parents, teachers, drivers, conductors, housekeeping maids and their friends. Note: She should ensure that children are following this every day.
Subject: Circle time Topic: Your favourite things
No. of Periods: 2
Fortnight : 2
Learning Outcomes: • To enhance the ability of children to express themselves. • It will help them to socialize. Teaching Aids: None Teaching Methodology: Period 1 • First the educator will sit along with the children in the circle. • Now she will tell them that today we all will share about our favourite things.
• Before giving a turn to the children she herself will share what are her favourite things. For e.g. I like to play with puzzles, I like to eat ice-cream my favourite cartoon is Tom and Jerry etc. This will help children to express their views or ideas. • Now she will ask the child sitting next to her to share about his/her favourite things. • In the same way each child will get the turn to share. • She will continue the activity till everyone gets the turn or they lose their interest. Period 2 • The next day she will continue with the same activity with those children who had not got a turn or who did not share in the previous period. • She will encourage those children who are very shy and do not open up by asking them questions like 1.What do you like to eat? 2. What is the game you like to play? 3. Which is your favourite cartoon? And so on. Note: The educator should encourage those children who are shy or do not open up in large group by asking the questions. Subject: Circle time Topic: Fruit basket game
No. of Periods: 2
Learning Outcomes: • Children will be able to recognize the names of the fruits. • They will learn to be alert and quick. Teaching Aids: None
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Fortnight : 2
Teaching Methodology: Period 1 • The educator will first sit with the children in a circle and ask them to tell the name of some fruits. • Then she will name each child as an apple, a banana, an orange, a mango etc. She may name two children with the name of the same fruit. • When she calls out ‘apple’ the child who is named apple, she will tell a sentence or two about the apple. Similarly she will repeat for different names of fruit. Period: 2 • They will continue the game.
Subject: Rhymes No. of Periods: 6 Fortnight : 2 Topic: Little Jack Horner / One Two Buckle My Shoe / Song: Eklavya Song dada no D.goro
Learning Outcomes: • Children will be able to recite a rhyme on their own with action and expression. • They will be aware of new words. • Their comprehension level will improve. Teaching Aids: Rhyme Book• • • •
Little Jack Horner (Pg 12) One Two Buckle My Shoe (Pg 19) dada no D.goro (Pg 35) Song: Eklavya Song
Teaching Methodology: • Refer to Rhymes and Songs Fortnight 1 Note: • Revise all earlier rhymes before a new one is introduced. • Devote 2 periods for each rhyme.
Subject: English Topic: Recognizing alphabet Cc, Dd
No. of Periods: 8
Learning Outcomes: • Children will be able to recognize the alphabet. • Will be able to give words beginning with alphabet. Teaching Aids: • 6 to 7 objects beginning with the alphabet in a box • Worksheets- colouring and circling • Board and chalk
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Fortnight : 2
Cc Magic box objects- car, cup, cd, comb, candle, compass box, cock, crocodile, cheetah, camel, cot. 2nd day - cap, calculator, card, chalk, chocolate. 3rd day - clown, clay, cotton, crayon. Dd Magic box objects- doll, dog, deer, dice, dish. 2nd day - duster, door, dustbin, drum, driver. 3rd day - dinner, donkey, date, diamond, dustpan. Teaching Methodology: • Refer to Fortnight 1
Subject: Maths Topic: Introduction Number 1 to 10
No. of Periods: 8
Fortnight : 2
Learning Outcomes: • To build-up the sequence and counting ability Children will be able to recognize the numbers. • It helps the child learn counting, addition and greater and smaller numbers. • It helps the child to remember odd and even numbers while playing. • It helps in developing the muscles of the shoulders. • The child develops concepts in sequence of numbers combinations of 10 and basic arithmetic. Teaching Aids: • Number rods are the first material used for numbers. It is a series of 10 rods. The rods are graduated in length from one to ten. The shortest rod is 10 cm. long the second 20cm and so on upto the tenth one which is a meter. The various segments of 10 cms. are alternately in red and blue and therefore can be distinguished and counted on every rod. If the first of them represents the quantity 1, the others represent successively the quantities 2, 3,4,5,6,7,8,9 and 10. • Worksheet: 5, 6, 7, 8,9 Teaching Methodology: • The educator will tell the children that today we will learn a new concept number with the help of number rod. • When the educator introduces number rod children should stand at the back side of the educator in a horizontal line. Emphasize on beginning with the red mark given on the number rod,) • The educator will sit along with number rods 1 to 3. • Now she will take the number rod of 1 and place it front of her. • Then she will hold the number rod with 3 fingers (left hand that is the thumb, the pointer and tall man.)
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• Now she will place the three fingers of right hand if she is holding a pencil she will it from left to right on the number rod once and say this is one.
1
• Now she will take number rod of 2 and in the same way she will hold the rod and move her hand from left to right twice and say this is number 2. Here in this number rod there will be 2 colours red and blue so after counting the number. She will place her fingers on red and say one and then she will place her finger on blue and say two.
1 2 • Same way she will introduce number 3. • Next day the educator will take 1 to 3 number rods. • Now she will take the number rod of 1 and revise the concept in same way as she did the day earlier. She will tell the children that they are going to use beads for counting in a bowl. Then she will count and take 1 bead in hand, show it to children and then place it near the rod.
• Same way she will do for number 2 and 3.
1 2 1 2 3 • Third day educator will take number rods of 1 to 3 and will revise the concept in the same way as she did on the first day and second day. • She will tell children that they are going to use beads and place value card. Now she will take out the place value card of 1 in one hand and place it near the number rod of 1.
1 1 2 • Same way she will introduce number rod up to 9.
Subject: Story Telling No. of Periods: 6 Topic: 1. Jack and the Treasure 2. The Wolf and the Lamb
Learning Outcomes: • Children will be able to comprehend a story. • Will know that there is a sequence in a story.
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• Will be able to narrate the story. • Will enhance their vocabulary. Teaching Aids: • Flash cards / puppets related to the characters in the story. • The story book with big pictures. 1. Jack and the Treasure. 2. The Wolf and the Lamb. Teaching Methodology: • Refer to Story Telling Fortnight 1 Note: • Use simple sentences and remember children love listening to same story again and again enact it as if you are saying it for the first time. • All stories need not have a moral-so do not stress on the question “So what did you learn?” always. • Devote 3 periods for each story. Jack and the Treasure One sunny day morning, Jack was riding in the woods. He saw a stream. It was hot and Jack was thirsty. He paused to drink some water. Jack saw a monkey, too, drinking water there. ‘He looks friendly’, thought Jack. Only then Jack saw that snake, with its hood up and spread, about to strike the monkey from behind. Jack, at once whirled around, grabbed a nearby stick and flung it at the snake, at wink’s pace. Hit on the hood, the snake slithered away. “Yippee, there you’re’,” shouted Jack in joy. The monkey regarded Jack with gratification. “Thank you so much for saving my life. I will reward you for this. Please come with me” invited the monkey. Jack accompanied the monkey to the forest. Finally, they came to an old cave. “This cave belongs to my ancestors,” indicated the monkey. “Let’s go inside the cave,” said the monkey. “Oh, sure,” agreed Jack, rather curiously. ‘This cave looks weird. I wonder where my friend, the monkey is taking me,’ thought Jack. The monkey suddenly stopped and whispered, “Let’s dig here.” Jack began digging. Soon, they hit upon something hard. “What’s this,” exclaimed Jack, in astonishment. It was an old trunk. The monkey opened the trunk. “Wow!” Jack wondered. The trunk was full of gold and many other valuables. “It’s all for you, my friend. You saved my life. Nothing is more valuable than that. For heaven’s sake, don’t break my heart by refusing. Kindly accept.” “When one’s in trouble, it’s the duty of the others to help out I did just that. I will not take any of this” said Jack. The Wolf and Lamb One day, a young deer stood merrily stripping the bark of a tree. Little did he know that a wolf was standing very near to him? “Hello,” said the hungry wolf. The deer turned around in fear and greeted him. The wolf replied in surprise.
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“Are you not afraid of me?” “Why should I be scared of a wolf, which is so kind-hearted?” said the deer. Pleased, the wolf stood there waiting to hear more about himself. He had, by than begun to believe that he did have an angel’s heart after all. In the meantime, the deer ran for his own safety, leaving the wolf lost in his thoughts. Not very far from there, was a stream. The wolf decided to go there and drink some water. When he reached there, he saw a young and thirsty lamb drinking water from it. His eyes opened with joy and his mouth watered with greed when he saw the lamb. The little lamb kept drinking, without knowing that he was being watched over by a cunning wolf. The wolf immediately hid himself. Just then the devil in him said, “Eat that lamb now.” But his angel heart said, “Stop” In the end, the wolf left confused whether to eat the lamb or not. But very soon he realized that he could not stay hungry any longer. So, he shouted out to the lamb and said, “Why are you making the water muddy?” The lamb looked up in fright. The lamb cried out meekly and said, “But I am not making the water dirty.” The wolf looked angrily at the lamb and thought that this time he would not let his prey run away. So, he pounced on the lamb and said, “I am going to eat you in no time now.” As the wolf lifted his hand to catch the lamb she looked at him with fear and said, “I know you are so kind. Please do not eat me.” Filled with pity, the wolf set the lamb free. He walked away annoyed at himself. He was, once again, left hungry, tired and upset. Later, he started thinking about the other wolves. He felt sad as he could imagine them feasting on good food, while he had been hungry all day. He ran back to the stream. He hoped to find the lamb, as he was very hungry. But the lamb had already run away. In this way, the wolf was fooled by both, the deer and the lamb, and left hungry.
Subject: Science & Geo Topic: Parts of body – continued
No. of Periods: 4
Fortnight : 2
Learning Outcomes: • Children will know the names of the different parts of the body and their functions. Teaching Aids: • Puzzle: Parts of the body
• Flash Cards
Teaching Methodology: • Educator will show the puzzle of parts of body and explain it as above. • Educator will show the flash cards of parts of body and ask children which part of the body it is and its function. • She will ask riddles related to parts of the body e.g. you can see with my help. Who am I? • She will teach a song related to parts of the body.
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Song – Be careful Be careful little eyes what you see (2) There’s a father up above Who’s looking down with love So be careful little eyes what you see. Be careful little ears what you hear (2) There’s a father up above Who’s looking down with love So be careful little ears what you hear.
Be careful little hands what you do (2) There’s a father up above Who’s looking down with love So be careful little hands what you do. Be careful little legs where you go (2) There’s a father up above Who’s looking down with love So be careful little legs where you go.
Parts of the body- Puzzle Material: It consists of a picture of a human body with various one-piece puzzles around it. These consist of various minute details of a human body like hand, hair, eyes, legs, ears, nose, tongue, lips, teeth, finger and nail. Demonstration: This puzzle can be demonstrated by comparing the pictures on the puzzle with the parts of the body of the child. The Educator should name each part while taking out and putting back the puzzles. Each piece has a knob(small) which should be held by the index finger, middle finger and the thumb together. Exercise: After the demonstration the child can be allowed to play by herself. Repeating the exercise she can learn various parts of the body. Purpose: • It helps the child to learn various parts of the body while playing. • It develops the finger muscle which helps in the pencil-grip. (As the child holds the small knobs of the puzzles,)
Subject: Block Room Topic: Knobless cylinders
No. of Periods: 6
Fortnight : 2
Learning Outcomes: • To observe and compare the different series with each other. • To get clear understanding of the different dimensions. Teaching Aids: • Four boxes (Red, yellow, green and blue) each with a set of 10 cylinders of the varying sizes as the cylinder blocks Teaching Methodology: Red Box: Procedure: 1 • Bring the child near the shelf, show her the red box and make her to bring in to the table.
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• Remove all the cylinders and place them randomly to the left of the box and place the lid back. • Pick up the thickest cylinders and very quietly place it on the left of the table. • Keep the red cylinders from thickest to thinnest. • Make sure they are lined up all having the same centre point. Then each child should observe the cylinders lined up from every side. • Then mix up the cylinder and ask each child to grade / arrange them. • Show the children how to put the cylinders back into the box by placing the thickest to the thinnest back in. • Then each child can work individually on one box at a time: the red box, the yellow box or the blue box. The Red and Green Boxes: Procedure: 2 • Take out the red and green box grade the red as in procedure:1 • Take out all the green cylinders and have the child grade them from shortest to tallest directly in front of the red cylinders. • Look and observe it from all directions • Arrange the red cylinders in reverse and in front of the green cylinders and now compare them in the other direction. • Arrange / superimpose one over the other but always keeping the one with the larger base on the bottom. The Red and Yellow Boxes: Procedure: 3 • Repeat as in procedure 2. Keep the blocks orderly but allow the child to explore. The Green and Yellow Boxes. Procedure: 4. • Grade the green and then the yellow cylinders in the same manner as in the above presentation. Allow the child to explore. The Red and Blue Boxes: Procedure: 5. • Have the child grade the red cylinders. • Then grade the blue from tallest to shortest and directly in front of the red. • Explore by superimposing The Green and Blue Boxes Procedure 6: • Grade the green cylinders and then the blue cylinders in the same manner as above. • Allow the child to explore The Yellow and Blue Boxes Procedure: 7 • Grade the yellow and then the blue cylinders in the same manner as above • Allow the child to explore. Three Boxes at a time. Procedure: 8 • Have the child begin by grading each of the three boxes and then exploring as he had done using two boxes Four Boxes at a time Procedure: 9 • Grade all four of the cylinder sets individually and then explore. Note: No language is given with this material. The child should correct the error by herself.
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Subject: PLS Topic: Washing hands
No. of Periods: 2
Fortnight : 2
Learning Outcomes: • Children will learn the importance of cleanliness and hygiene. Teaching Aids: • Soap • Water Teaching Methodology: Period 1& 2 • Educator will sit along with the children in a circle. • She will talk about the importance of cleanliness to maintain hygiene. • She will tell that it is necessary to wash hands before and after certain activities as there lots of germs around (after playing, before and after lunch and dinner) and will take item wash room and ask them to from a semicircle. • She will then demonstrate how to wash hands properly with soap and water. • She will call their name (two at a time) and ask them to wash hands. • In the pattern she will ask other children to do the same. Period 3 • Educator will instruct the children to wash hands after play, before lunch and after using washroom. She will observe the children. Note: Educator should be consistent with the children. She should ensure that they wash their hands and follow the norms at home also every day. Subject: PLS Topic: How to use tap and flush
No. of Periods: 2
Fortnight : 2
Learning Outcomes: • Proper use of water. • How to open and close taps. • Should not waste water. • Flushing after every use Teaching Aids: • Toilet Teaching Methodology: • The educator will take the students to the toilet and will demonstrate how to open the tap / flush and close it. • Then she will ask the children to open and close the tap / flush. • She will lay emphasis on the importance of water and why we should not waste water. • In case of any problem faced by the child, the educator will demonstrate how it is done properly and will ensure that the child is able to do so. Note: As it is an important routine practice, the children will do this activity daily and educator will observe it for a week, after that, in a while when she knows the child has gone for washing hands or has gone for using the toilet, she should ask “ Have you closed the tap?” “Did you flush?” This reinforcement helps to turn this into a regular practice.
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Subject: Art & craft Topic: Paper folding (3 folds)
No. of Periods: 4
Fortnight : 2
Learning Outcomes: • To develop fine motor skills of children. • To increase concentration level. • To teach the basics of craft. Teaching Aids: • Origami Paper (square) or Marble paper Teaching Methodology: • The educator will show the children how to hold the paper from the corners. • Then she will demonstrate-how to fold the paper exactly half in such a way that the corners meet and a rectangle is formed. • Then again the paper will be folded to form a square and in the third fold a triangle is formed. • The children will follow step by step.
Subject : Saturday Visit Topic: Sola Temple
Fortnight : 2
Learning Outcomes: • Refer to Saturday Visit Fortnight 1 • Will make the children aware of one of the forms of Lord Krishna. • Will enhance awareness about the outside world. Teaching Aids: • Sola Temple Teaching Methodology: • Refer to Saturday Visit Fortnight 1 Note: • The educator should be alert and also discourage children from talking to strangers. • The educator should also be alert that strangers do not take photographs of the children.
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Teaching Learning Materials Used In this Fortnight
Fortnight : 2 – Maths – Number Rod
Fortnight : 2 – Maths –Sandpaper Numerals
Fortnight : 2 – Block Room – Knobless Cylinder Fortnight : 2 – Maths – Bead & Bead Bar
Fortnight : 2 – PLS – Buttoning Board
Fortnight : 2 – Maths – Place Value - Cards
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Subject: GMS Topic: Walking on a zig zag line
No. of Periods: 2
Fortnight : 3
Learning Outcomes: • Children will develop controlled movements of leg and feet. • They will develop co-ordinated movements between the right leg and left leg. Teaching Aids: • Chalk • A painted zig zag line Teaching Methodology: • The educator will draw the zig zag line on the floor and ask the children to walk on it moving ahead with alternate feet. She will send the children one by one to walk on the zig – zag line. Note: A permanent painted zig zag line on the floor will help the children to practice their skill whenever they pass by the zig zag line.
Subject: FMS Topic: Squeezing
No. of Periods: 4
Fortnight : 3
Learning Outcomes: • To develop finger and palm muscles. Teaching Aids: • Sponge (3 pieces) • Big bowl (6 big bowl) 2 per child • Water Teaching Methodology: • The educator will demonstrate. • She will fill a bowl with water and dip the sponge in it. • Then she will squeeze the water from the sponge into the empty bowl. She will keep on doing the activity till the water of the first bowl gets over. • She will instruct the children to try not to spill the water outside the bowl. • Then the educator will divide the children into groups of 3. • Then she will ask children to do the activity.
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Subject: Circle time Topic: Simple number game
No. of Periods: 3
Fortnight : 3
Learning Outcomes: • Increases interest and concentration. Teaching Aids: None Teaching Methodology: Period 1 & 2 • The educator will first stand with the children in a circle. Then she will tell them that they are going o play one interesting game that is a simple number game. She will explain how to play it. She will tell them we will first take two numbers that is 1 and 2. Then she will start and will say 1 then the next child has to say 2. • Then child standing next to this will continue will say 1 and the child standing next will say 2. • Children will say one - two, one - two in the circle • Any child who gets the sequence wrong will sit down. Period 3 • They will play the game again with more numbers –e.g. they can have a sequence of 1to 5 then the sixth child will again start from 1. Note: The educator should continue until all children are seated or she feels the children are losing interest.
Subject: Circle time No. of Periods: 3 Topic: Making sound of different animals
Fortnight : 3
Learning Outcomes: • Children will be able to recognize the sound of different animals. Teaching Aids: None Teaching Methodology: • The educator will first sit with the children in a circle and ask them to tell some names of animals. • She will make sound of any animal for e.g. dog and then she will ask them to make the same. • Similarly she will continue this activity making sounds of different animals for e.g. goat, lion, monkey, cat, cow etc. • Next day she will revise the same activity. • Then in between she will ask them to stop and tell the next child to choose new animal sound and so on. • Until she will say stop the process will go on. Note: • Educator should leave all inhibitions and also be open in emulating the different sounds that animals make.
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Subject: Circle time Topic: Self introduction
No. of Periods: 4
Fortnight : 3
Learning Outcomes: • Children will learn to introduce themselves confidently. • They will come to know about their peers. Teaching Aids: None Teaching Methodology: Period 1 & 2 • The educator will first stand with the children in a circle. • After greeting her children she will introduce herself as ‘I am ______, I teach JKg. I come to school by bus number 2’. • Then she will ask the children, ‘You are in which class’ if any child can give the answer she will appreciate her. If not she will give them the answer. And will again repeat the question make them repeat the answer again. • Then she will ask them how they come to school. Then either the children or the educator will say that ‘We come by bus’. • She will explain that each bus has a particular number and now she is going to tell them their bus number and they should remember it. • Then she will tell each child the particular bus number and will make them repeat the number with her one by one. Period 3 & 4 • Next day she will repeat the question and ask them individually. • She will help them if they cannot give the correct answer. • She will encourage them by clapping for those who all are able to give the answer. • She will tell them to ask the question to each other. Note: Educator should ensure that the children will remember this information. Subject: Rhymes and Songs No. of Periods: 6 Fortnight : 3 Topic: : Humpty Dumpty / My Band / Baa Baa Black Sheep Learning Outcomes: • Children will be able to recite a rhyme on their own with action and expression. • They will be aware of new words. • Their comprehension level will improve. Teaching Aids: • Rhyme Book - 1. Humpty Dumpty (Pg. 6) 2. My Band (Pg. 7) 3. Baa Baa Black Sheep (Pg. 13) Teaching Methodology: • Refer to Rhymes and Songs Fortnight 1 Note: • Revise all earlier rhymes before a new one is introduced. • Devote 2 periods for each rhyme.
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Subject: English Topic: : Recognizing alphabet Ee, Ff
No. of Periods: 8
Fortnight : 3
Learning Outcomes: • Children will be able to recognize the alphabet. • Will be able to give words beginning with alphabet. Teaching Aids: • 6 to 7 objects beginning with the alphabet in a box. • Worksheets- colouring and circling • Board and chalk. • Magic box object: Ee Magic box objects- elephant, eagle, engine, egg, eraser, earring 2nd day -elbow, ear, eyes, eat, eight 3rd day -enter, emu, earth, envelop Ff Magic box object - fan, flute, frock, funnel, flower, fevicol, feather - flag, fox, file, five, fat 2nd day 3rd day - face, finger, fountain, fire, fat Teaching Methodology: • Refer to Fortnight 1 Subject: Maths Topic: : Introduction of 2
No. of Periods: 4
Fortnight : 3
No. of Periods:2
Fortnight : 3
Refer Fortnight - 1 Worksheet: 10, 52, 50, 51,49,48,47. Subject: Maths Topic: : Tall and short
Learning Outcomes: • To enhance children’s ability to arrange themselves in ascending or descending order of size or height. Teaching Aids: • Worksheet no 52. Teaching Methodology: • The educator will make the children sit in a circle then she will tell them that today they are going to learn an interesting thing that is tall and short. Then she make the children sit in line and draw few objects on the board to explain for e.g. draw two tree
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• Take the children outdoors and make them stand in a circle, call up three children of different heights and say: “Who can make these three children stand in line from shortest to tallest?” Ask any child to come and line them for eg: Mahesh is the tallest, Mina is shorter than Mahesh and Mukesh is the shortest” Gradually take up more children to make them stand according to their height. Note: After doing this topic the educator can tell children to stand according to their height whenever they go out for some activity. Subject: Maths Topic: Pairing
No. of Periods: 2
Fortnight : 3
Learning Outcomes: • To help children associate objects from the environment in pairs and understand why they are paired. Teaching Aids: • Pictures of shirt, pant, lock, key, needle, thread, bucket, mug, plate, bowl, etc. • Worksheet no 48 and 47. Teaching Methodology: • Make the children sit in a group. Say to the children. There are objects we use in everyday life that have to be used in pairs. If we want to stitch, we have to use both a needle and thread. Can we stitch with just one of them? The children have to answer: “No” educator say to the children: I am going to call out an object. You find its partner. You can then name an object while the children identify the second of the pair. For variation, ask the children to come up with such pairs on their own. Note: Educator should prepare a list of these. For example shirt and pant, plate and bowl, bucket and mug, bed and sheet, lock and key, needle and thread and so on.
Subject: Story Telling No. of Periods: 6 Fortnight : 3 Topic: 1.The Farmer, his Son and the Donkey. 2. The Lion, the Monkey and the Camel
Learning Outcomes: • Children will be able to comprehend a story. • Will know that there is a sequence in a story. • Will be able to narrate the story. • Will enhance their vocabulary. Teaching Aids: • Flash cards / puppets related to the characters in the story. • The story book with big pictures. 1. The Farmer, his Son and the Donkey. 2. The Lion, the Monkey and the Camel.
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Teaching Methodology: • Refer to Story Telling Fortnight 1 Note: • Use simple sentences and remember children love listening to same story again and again enact it as if you are saying it for the first time. • All stories need not have a moral-so do not stress on the question “So what did you learn?” always. • Devote 3 periods for each story. The Farmer, his Son and his Donkey Once upon a time, there lived a father with his son. They had a donkey the father said “ It is of no good to me now. I shall better sell it off”. So he decided to take the donkey to the nearby market. The next morning, the farmer and his son took the donkey to the market. It was a hot day. But the farmer decided not to ride on the donkey so that would not get tired. Some people saw them and started laughing. The farmer heard the people talking. He also felt that it was too hot. So he asked his son to sit upon the donkey. His son was quite comfortable now. The donkey was slowly tottering, with them farmer’s son on his back and the farmer walking behind them. Hardly they had walked a few miles when they saw some more people staring and jeering at them. “He looks so young and energetic, but is riding on the donkey while his old father walks behind him.” This time, the son felt bad that his father was walking in the hot sun. So he got down and asked his father to sit on the donkey. A little distance away, two old women were sitting outside their house. When they saw farmer riding the donkey and his son walking behind, they commented on the farmer. When the farmer heard the old women talking, he thought, ‘Perhaps these old women are right. I am being selfish. My son must be feeling tired. It is really cruel of me to make him walk while I am enjoying a ride. Why should my poor son walk when we have a carriage with us?’ Sons too sit on the donkey. Another mile passed, some farmers were in the fields. When they saw the farmer and his son riding upon the donkey, they called them merciless and mocked at them. Hearing this, the farmer and his son became quite annoyed. They at once got down and decided to carry the donkey to the market. On their way, while they were crossing a river, some children saw them and clapped at the donkey being carried away like that. Seeing the children laugh and jeer loudly, the donkey got frightened. As the donkey trembled in panic, the farmer and his son lost grip of the stick. They couldn’t maintain balance….. and then the donkey went hurling down the river. The farmer and his son could only keep looking on helplessly.
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The Lion, the Monkey and the Camel One evening, there was something unusual in the forest. Instead of appearing dark and dull, it looked bright and colourful. Instead of going back home, the animals were busy decorating the trees, bushes and canes. And why not? After all, it was the birthday of their beloved king, the lion. After the decoration was complete, the animals started assembling outside the lion’s den. The rabbit brought fresh flowers, the monkey brought sweets, and likewise, all the others brought something or the other for their dear king. “Our king must be here anytime now” said the rabbit. “Hmm, he must be getting ready,” nodded the elephant. Just the king came out of his den. He looked gorgeous. Next to him, stood his minister, the tiger. The lion gracefully climbed up his royal rock and sat majestically. All the animals cheered for him. They sang the song for him and gave the gifts they had brought. The lion was overwhelmed to see the love and affection of his subjects. He acknowledges the gathering by waving his hand. After this, the tiger asked “With your permission, O King, shall we start the entertainment programme? “O sure!” said the lion. “So…. The party begins!” cheered the tiger. All the animals clapped. First came the monkey. He lay down before the king. Then with a sudden jerk, he sprang up on a tree and hung upside down from a branch. Next was the big elephant. He curled his trunk up and trumpeted in respect to the king. Then he lifted up both his front legs and started walking on the hind legs! The lion and all the other animals were amused, but for the camel standing alone near a bush. ‘Huhh! What is the big deal? Why does the king applaud these fools so much? Thought the jealous camel. “I can perform these tricks better than the monkey and the elephant,” he cried out, and jumped in front of the lion with his crooked legs. The monkey noticed that the lion did not like the camel’s vain attitude. So he whispered in the camel’s ears to go back to his place. The camel raised his front legs and tired to walk on the hind legs. But he fell down. Even then, he did not stop. He got up and started singing and dancing. Getting too excited, the camel lost his balance and dashed against the lion. The lion was already angry. “Too much of it!” he yelled at camel. “I cannot take this insult. You are too stubborn.” Then the King banished the vain camel from the forest. The camel got rightly punished for his jealousy and false pride.
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Subject: Science & Geo No. of Periods: 4 Topic: Why should we keep our body clean?
Fortnight : 3
Learning Outcomes: • To inculcate in children healthy habits. • Make them understand that germs live in dirt and it causes a number of diseases. Teaching Aids: None Teaching Methodology: • The educator will ask the children to sit in a circle. • She will ask them should we will keep our body clean. • She will tell them if we don’t keep our body clean then what will happen? And discuss about it.
Subject: Block Room Topic: Sorting of shapes
No. of Periods: 6
Fortnight : 3
Learning Outcomes: • Learn to sort different shapes. • Enhances visual discrimination. • Enhance curiosity and tries to explore more as each piece can be put up on each other to build a tower, or pattern. • Improves the concentration of child. Teaching Aids: • Six pieces of different shape having a similar colour. It also has a board with six rods fixed up Teaching Methodology: • The educator will make the children sit in a circle and demonstrate. • All the thirty-six pieces of shapes are taken in a tray and kept in front of the children. • She will sort all the pieces according to shapes and arrange the shapes on the peg board • She will then sort similar colour pieces and arranges the pieces, the same way as before. • Then the children are given chance to do the same way as demonstrated. Note: • Educator can use this puzzle while teaching shapes, colours, math concepts, counting, addition, subtraction, multiplication.
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Subject: PLS Topic: Zipping-unzipping
No. of Periods: 2
Fortnight : 3
Learning Outcomes: • To make the children independent and self-reliant. Teaching Aids: • Shorts / pants with zip Teaching Methodology: • The educator will sit with the children ask them to take out the pants/shorts they have brought from home. • She will take a pant and demonstrate how to hold the hook of the zip and pull it down to open it • She will again hold the hook and pull it up and the zip is closed. • The children will do the activity as shown to them. • She will observe the children. Note: It is best to repeat the activity in winter as children wear jackets with zip.
Subject: PLS Topic: Buttoning and unbuttoning
No. of Periods: 2
Fortnight : 3
Learning Outcomes: • To make the children independent and self-reliant. Teaching Aids: • Raincoat Teaching Methodology: Period 1 & 2 • Educator will ask the children to bring a raincoat from home with button. • She will take a raincoat and demonstrate how to hold the button of the raincoat and put it in the hole opposite to it. • All the children will follow the same. • The educator will observe them. Note: This activity is to be done in rainy season children carry their raincoat to school every day.
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Subject: Art & Craft Topic: Sand pasting
No. of Periods: 4
Fortnight : 3
Learning Outcomes: • Development of fine motor skill (sprinkling sand) • Children will be aware of different (sand) things or material that can be used in an art activity. Teaching Aids: • Sand • Crayons • Outline of scenery (hills,water,trees) - worksheet Teaching Methodology: Period 1 & 2 • The children will collect sand from the sand pit and sieve it. The educator will only guide. • The children will colour the water (worksheet attached) and tree part with crayons in the worksheet. Period 3 & 4 • The children will apply fevicol on the mountain part of the scenery. • Educator will demonstrate how to sprinkle sand and the children will observe and then do it on their own.
Subject : Saturday Visit Topic: Gujarat Vidhyapith
Fortnight :3
Learning Outcomes: • Refer to Saturday Visit Fortnight 1 • Will make the children aware of the various tribes of Gujarat. Teaching Aids: • Tribal Museum Teaching Methodology: • Refer to Saturday Visit Fortnight 1 Note: • The educator should be alert and also discourage children from talking to strangers. • The educator should also be alert that strangers do not take photographs of the children.
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Subject: GMS No. of Periods: 2 Topic: Stretching and bending the body.
Fortnight : 4
Learning Outcomes: • It will make the body flexible. • Their gross motor balance will be enhanced. Teaching Aids: None Teaching Methodology: • First the educator will take the children to the garden during their outdoor free play (OFP) timing. • She will divide the children into groups of 5 and make 4 rows (according to children’s height – ascending order) • She will stand in front of the children and demonstrate how to stretch and bend the body. • First stand straight and the hands should be by the side. • Second slowly stretch both the hands in the upward direction and bend backwards. • Now slowly bend the body forward and try to touch your toes without bending the knees for few seconds. • Now the educator will slowly come back to the normal position. • She will demonstrate it twice or thrice. • Now she will tell the children to follow the same and she give the instruction. For eg: stretch your hands, take them up, bend backwards, now slowly bend forward, touch your toes, do not bend your knees, now come back to your normal position. • The children will repeat the exercise 4 to 5 times. • Now the educator will give 5 minutes time to relax in their own place by sitting. • In the sitting position the educator will demonstrate and instruct the children how to stretch the body in this position. • She will ask them to stretch out their legs; both legs should be put together. • Now she will tell them to stretch their hands upwards and then slowly bend forward to touch their toes without bending their knees for a few seconds. Then she will ask them to come back to their normal position. • The children will repeat the exercise 4 to 5 times Extended activity: • As it is a type of warm up exercise the educator can make children do it regularly.
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Subject: FMS Topic: Beading
No. of Periods: 4
Fortnight : 4
Learning Outcomes: • It will enhance eye – hand co ordination • Develops finger and palm muscles. • Develops concentration level. Teaching Aids: • Beads (medium sized with not very small hole, comfortable for a child to hold easily) • 6 Big bowls • String - 6 with one bead tied at one end Teaching Methodology: Period 1 & 2 • The educator will demonstrate. • She will first take beads in a bowl along with the string. • Then she will show how to hold the bead and put it in the string. • She will continue the activity till all the beads from the bowl are stringed. • She will then allow children to do – 6 children at a time can work on it. Period 3 & 4 • Children will do the activity by taking turns.
Subject: Circle Time Topic: Introduction of vegetables
No. of Periods: 6
Fortnight : 4
Learning Outcomes: • Will be able to recognize most of the vegetables. • Children will come to know the specific characteristics of different vegetables. Teaching Aids: • Different vegetables • A basket Teaching Methodology: Period 1 & 2 • First the educator will sit with the children in a circle along with the vegetables and the basket. Then she will place the vegetables in the basket. • Then she will take out one vegetable and ask them the name of the vegetable. They can even name it in Hindi or in their regional language. Then the educator can tell them - ‘It is a tomato. The colour of a tomato is red.’ • Then she will pass it to the child sitting next to her who will then pass it on to the next child and so on till every child has seen, touched, smelt and felt the tomato. Like this she will introduce each vegetable.
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Period 3 & 4 • Next day she will ask children some riddles regarding vegetables. • For e.g. 1. I am green in colour and a parrot loves to eat me. Who am I? Chilly. 2. I am a leafy vegetable and Popeye’s favourite food. Who am I? Spinach. 3. I am brown in colour and children love to eat me and you make French fries with me. Who am I? Potato. 4. I am sometimes red and sometimes orange in colour and I am a rabbit’s favourite food. Who am I? Carrot. 5. Name the vegetables we need for making a salad. Carrot, cabbage, tomato, beetroot etc. Period 5 & 6 • The educator will first sit with the children in a circle and ask them to tell the names of their favourite vegetables, Then she will name each child by the name of a vegetable for e.g. tomato, potato. She can choose 5 vegetables. • Now she will call out ‘carrot’ and tell them to go and stand near the door. All the children who have been named carrot will go and stand near the door. • Similarly she will repeat the different names of vegetable given to the children and they will follow the instruction. • When she will call ‘vegetable basket everyone will come together. Note: She can keep charts of vegetables or any pictorial books in the classroom that children can see and revise it. Subject: Circle Time Topic: I like which fruit & vegetables
No. of Periods: 2
Fortnight : 4
Learning Outcomes: • To enhance the ability of children to express themselves / their choice. Teaching Aids: None Teaching Methodology: Period 1 • The educator will sit in the circle with children and will share about her favourite fruits. For e.g. ’My favourite fruit is mango’ • Then she will ask children one by one about their favourite fruit. • It will continue till each child gets chance. Period 2 • The educator will sit in the circle with children and will share about her favourite vegetable. For e.g. ‘My favourite Vegetable is carrot’ • Then she will ask children one by one about their favourite Vegetables. • It will continue till each child gets chance. Note: The educator will encourage those children who shares less by asking them question. She will not pressurize them to give answer.
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Subject: Circle Time No. of Periods: 2 Fortnight : 4 Topic: Round game Learning Outcomes: • Children will come to know each child’s name in the class. Teaching Aids: None Teaching Methodology: Period 1 & 2 • The educator will sit in the circle with children and tell them that they are going to play an interesting game. • She will tell them the name of the game that is “Round game.” • Now the educator will tell them how to play the game. • She will tell them that I will start with myself. I will tell the name of the child sitting on left to me then that child will tell the name of the child sitting on left to her “I am sitting beside Radha” • Same way they will keep on playing till all the children get chance. • She will begin by saying ‘I am sitting beside.’ (Giving next child’s name). • Next child will tell her friend’s name who is sitting beside her and it will go on in the circle till the educators chance will come. Note: If the child is not able to tell the name of the next child then the educator will help out. Subject : Circle time Topic: Following instructions.
No. of Periods:
Fortnight : 4
Learning Outcomes: • Listening skill improves. • Will learn to follow multiple instructions with concentration. Teaching Aid: None Teaching Methodology: • The educator will make the children sit in a circle and give the instruction to a particular child. • Remove your shoes and keep it in a line near the wall. Go and wash your hands and come back. • The child will do as per the instruction given. (If the child does not/is not able to follow, the educator will repeat the instruction again) E.g. 1. Please get me a red pen from Sita ma’am. Then go keep this register in Reena Ma’am’s room. You have to say ‘excuse me’ and then enter the room. 2. Pick 5-6 twigs, 4 pebbles and 5 dry leaves and come back to the circle. 3. Keep your drawing on the runner for drying. Then go and clean the bowl and the brushes. You have to use the tap that is inside the washroom. 4. Give this red pen back to Sita ma’am and tell her Preeti Ma’am told ‘thank you’. Also give this story book to Sita Ma’am. Note: • By the end of the year child will be able to follow three-four sentences at a time. The instruction should be simple and clear as per their level.
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Subject: Rhymes & Song No. of Periods: 6 Topic: The Snail / HrI siBjy>a / Pitter Patter
Fortnight : 4
Learning Outcomes: • Children will be able to recite a rhyme on their own with action and expression. • They will be aware of new words. • Their comprehension level will improve. Teaching Aids: Rhyme Book - 1. The Snail (Pg. 2) 2. HrI siBjy>a (Pg. 26) 3. Pitter Patter (Pg. 23) Teaching Methodology: • Refer to Rhymes and Songs Fortnight 1 Note: • Revise all earlier rhymes before a new one is introduced. • Devote 2 periods for each rhyme. Subject: English Topic: Recognizing alphabet Gg Hh Ii
No. of Periods: 8
Fortnight : 4
Learning Outcomes: • Children will be able to recognize the alphabet. • Will be able to give words beginning with alphabet. Teaching Aids: • 6 to 7 objects beginning with the alphabet in a box. • Worksheets- colouring and circling • A4 size paper for each child. • Board and chalk. Gg Magic box object – gloves, girl, gift, giraffe, gum. 2nd day - goat, god, globe, garden, grapes. 3rd day - gate, good, garlic, glass, groundnut. Hh Magic box object - helicopter, hand pump, hammer, hen hippopotamus. 2nd day - horse, handkerchief, hair, house, hat, hundred. 3rd day - hole, hunter, holiday, hand, heaven. Ii Magic box object - ice-cream, India, insect, igloo - ice cubes, ink, iron box 2nd day 3rd day - island, inspector. Teaching Methodology: • Refer to Fortnight 1
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Subject: Maths Topic: Introduction of 3
No. of Periods: 4
Fortnight : 4
No. of Periods: 4
Fortnight : 4
Refer to Fortnight 1 Worksheets: 61, 62, 63,64,53,11
Subject: Maths Topic: Big and small
Learning Outcomes: • Enhances the ability to arrange objects in ascending or descending order of size. Teaching Aids: • Leaves • Flowers • Stones • Bottle caps • Worksheets: 61,62,63,64,53,11 (Each set of objects should be in five varying sizes) Teaching Methodology: • First educator will draw few objects on the board of different size and she will explain to them the variation of size that is big and small. • Now the children will divide the children into 4 groups and make them sit in a circle. • Now the educator will make 4 set of teaching aid material that is leaves, stones, flowers, and bottle. • Then she will distribute those set among the children. Each group will get a set. • Now she will ask the children to arrange the given set from small to big. Extended activity: • Make the children sit in a circle and she will tell each child to take two objects from the class and differentiate it which one is big and which one is small. Subject: Story Telling No. of Periods: 6 Topic: 1. The Lion goes to war 2. Robbie and Dean
Learning Outcomes: • Children will be able to comprehend a story. • Will know that there is a sequence in a story. • Will be able to narrate the story. • Will enhance their vocabulary. Teaching Aids: • Flash cards / puppets related to the characters in the story. • The story book with big pictures. 1. Robbie and Dean 2. The Lion goes to war
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Fortnight : 4
Teaching Methodology: • Refer to Story Telling Fortnight 1 Note: • Use simple sentences and remember children love listening to same story again and again, enact it as if you are saying it for the first time. • All stories need not have a moral-so do not stress on the question “So what did you learn?” always. • Devote 3 periods for each story. The Lion goes to War. Once upon a time, there lived an old lion called King Gerald. He was a wise ruler. He ruled his kingdom with the help of his three ministers - the elephant, the fox and the eagle. One morning, as the eagle flew around the jungle, he heard two parrots talking. One said, “When should we attack King Gerald’s Kingdom?” The other replied, “Tomorrow at sunrise.” The eagle rushed back to the King and told him about what he heard and saw. The King replied, “Do not worry. We will all try and save our Kingdom.” The King immediately called for a meeting. The monkeys beat the drums and shouted aloud, “Wake up, wake up, wake up. The king wishes to see each and all.” Once the animals had gathered, the King’s ministers started dividing the duties between the animals. “You are strong,” they said to the rhinos. “So you will fight in the battlefield.” “You are alert and run very quickly too,” they said to the cheetahs. “So you will also help in the battlefield.” “You are swift and fast,” they said to the horses and the zebras. “And you can also carry load. So you will bring weapons to the battlefield.” To the monkeys they said, “You can keep guard from the treetops and warn us if you see any enemies.” And to the birds they said, “You will carry important messages to everyone.” The donkeys and the rabbits saw the other animals of the jungle prepare for the battle. They wanted to help. So, they rushed to the king and his ministers. But the ministers made fun of them. They told the donkey, “You are still,” and told the rabbit, “You get frightened very easily.” King Gerald heard this and stopped the donkey and the rabbit, “Wait, there I have important work for you two as well.”He told the donkey, “You have a loud voice so you call the troops together, “and told the rabbit, “You are tiny and quick. So, you can pass on my orders to everyone in a matter of minutes.” The ministers realized their mistakes and praised the king for his wise decision The donkey and the rabbit too bowed down in respect. The entire kingdom then, under King Gerald, came together to fight against their enemy. Moral of the story: Everyone is special in his or her own way. So, respect everyone around you.
Robbie and Dean There once lived a rabbit called, Dean. He had made his home in the forest. Dean had many friends, among them was a bear. His name was Robbie. One day, a gang of hyenas came to the forest. “Let us scare these silly little fellows,” called one of the hyenas. Then the hyenas attacked on all the animals screamed and ran. Dean and Robbie too, ran away. “Those hyenas are scaring all of us,” said Dean. The Hyenas then entered
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the house of all the animals and ate up their food. “Yummy, yummy!” they laughed, enjoying the food. Later they took away clothes and other belongings. “I can live happily forever with all these clothes,” announced a hyena, laughing. “It is high time we hit back. Let’s teach a lesson to these cruel hyenas. It is said that fortune favours the brave! “Robbie and Dean decided. As night fall, Dean and Robbie slipped out of their hiding place and went looking for the hyenas. They had a plan. They found the hyenas fast asleep in a cave. Dean and Robbie quickly tied the hyenas with the rope. One hyena’s leg was tied to the other’s. Not Knowing that their legs were tied, the hyenas woke up. “We must attack the cowardly animals again,” they laughed victoriously. But the moment they got up and started to run, they fell down, hurting themselves. Now it was their turn to scream for help. Mean while, Robbie and Dean approached their King lion and appealed, “Your majesty, the hyenas are attacking and robbing us, and thus, spoiling us and thus spoiling your kingdom, too!” The hyenas left the forest and went somewhere else. The lion got angry, he jumped and chased the hyenas. And once again there was peace in the forest.
Subject: Science & Geo No. of Periods: 2 Topic: Rainy season – Weather , Clothes & Food
Fortnight : 4
Learning Outcomes: • Make them aware of different seasons. • Make them aware of change in climate, food clothes. Teaching Aids: • Chart • Board Teaching Methodology: Period 1 & 2 • The educator will take the children outside and will ask them to close their eyes & feel the air. Then she will ask them to open their eyes and will ask 2. How did you feel? 3. Touch the plant & tell? 4. How is the ground – is it wet or dry? • As this topic will be done during the rains, so it will be easy for the children to understand the climatic condition Period 3 • The educator will repeat the previous day’s work and will move on to the type of clothes. She will ask the children if Rahul does not bring umbrella/raincoat to school, then what will happen. These clothes protect us from getting wet. The educator will try to extract answers from the children and will make the class more interactive. • The educator will talk about gumboots, umbrella, wind sheeter, raincoat and she will draw on the board as well as show these things.
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Period 4 • The educator will talk about the type of food we eat in rainy season and the diseases related to rainy season if we eat unhygienic food. She will lay stress on washing of hands and will talk about the eye disease – conjunctivitis which is infectious. She will also instruct the children not to play in the puddle of water as it is dirty and has lot of germs. Note: Related activity will be done where the class will be divided into three groups and each group will be given different topic like climatic condition, clothes we wear during rainy season and food we eat. They will be asked to bring pictures from home and will stick in the class.
Subject: Science & Geo No. of Periods: 2 Topic: Soluble and insoluble – Experiment
Fortnight : 4
Learning Outcomes: • Will enhance and create awareness of soluble and insoluble objects. Teaching Aids: • Soluble objects – salt, sugar, water colour, milk • Insoluble objects – pebble, sand, leaves, oil, sand Teaching Methodology: • The educator will begin the concept of soluble & insoluble objects by giving a demo. • First, she will collect the soluble & insoluble objects and big glass through with water. • She will start with experiment by first putting salt in the water and will stir it in front of the children and the salt dissolves she will ask them what they saw. This mixing of salt is called ‘dissolving’. The educator will lay stress on the term dissolves. So, you see that the salt has dissolved in water. • Then she will take sugar and go about in the same way. After taking the soluble objects, the educator will move to insoluble objects. • She will put a pebble and stir it and will ask the children – ‘Now see, has the pebble dissolved? See Ma’am is stirring but is it mixing? The answer is ‘No’. So, the pebble does not dissolve as it is insoluble. • Then she will put oil in the water and go about in the same manner. Note: The educator must also encourage the children to go home and do the experiment with the permission of their mother. They can also surprise their parents by making lemonade, provided somebody cuts the lemon.
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Subject : Block Room Topic: Geometric cabinet
No. of Periods : 3
Fortnight : 4
Learning Outcomes: • Children will develop eye hand co-ordination and increase concentration • Will help to know different geometric figures like circle, square, triangle, regular polygons, quadrilaterals and curved figures Teaching Aids: • A wooden geometric cabinet with 6 drawers. First drawer contains six circles increasing in diameter from 5cm to 10cm. Second drawer contains one square and five rectangles the base varying from 10cm to 5cm. Third drawer contains six triangles. Fourth contains regular polygons(pentagon, hexagon etc) Fifth contains quadrilaterals (Rhombus, parallelogram etc), Sixth drawer contains curved figures (ellipse, oval etc) Teaching Methodology: • The educator will invite the children and tell them she has something to show them. She will bring them to the correct place / shelf and show them the Geometric cabinet. She will show them the demonstration tray and name it. She will place the tray in the middle of the table. • Using her right thumb and index finger, she will pinch the knob of the circle and lift the circle out slowly of its inset. • She will gently place the circle in the middle of the empty wooden space. She will lift the square inset in the same manner and place it below in the empty wooden space. • She will then lift the triangle in the same manner and place it above in the empty wooden space • Now she will lift the circle by the knob as before but this time with your left fingers. • She will rotate the circle slightly to the vertical position. • She will place two of her right fingers on the edge of the circle and trace the edge of the circle all the way round. • Remove your fingers and then repeat the tracing of the edge • Place the circle on the empty wooden space • Trace the inset edge of the circle in the same manner using your two right fingers. • Repeat the tracing of the inset • Gently replace the circle into the inset • Repeat in the same manner for the other shapes Note: • Each child works individually as shown and can repeat the shapes and change the figures as often as she likes. • The child can work with two drawers at a time, then can work with three drawers at a time and can continue adding drawers until he is working with six drawers.
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Subject: PLS No. of Periods: 2 Topic: Arranging the basket in block room
Learning Outcomes: • To put them in a well organized manner. Teaching Aids: • Basket (Block room) 5 big size. Teaching Methodology:
Fortnight : 4
• Wooden Blocks (look at the picture on Pg. 493)
• Educator will ask the children to form a line. • Now she will take them to block room and there she will ask them to sit in a semi-circle. • After the children gets settled down she will sit in front of them along with the basket full of unit blocks (basket horizontally placed in front). • She will take out each piece and one by one and orient the children what is it called (its name). For e.g. Half unit Unit And how many quantity of those block are there. • After removing the entire unit block she will demonstrate how to arrange those blocks systematically in the basket. • 1st she will sort all same type of blocks. • Now she will tell them that they have to first place double unit block (8 pieces, 2 heaps by sides, 4 in each). • Beside this she will place unit block (2 heaps in row, 4 in each). • After that she will place pillars (2 heaps in row, 4 in each) and along with that she will place a rectangle (1 heap 4 rectangle). • Later she will place half cylinder in a vertical line (4 cylinder) and 2 cylinders beside it. • Now she will place curves on the top of the bauble unit and unit in such a way they from a circle. • And in the end the ramp by the side of the double unit block. • After she has demonstrated she will divide the children in to group of 4 (total 5 groups). • Make them sit in small circle. • She will ask them to take a basket (1 group 1 basket). • Now she will ask them to first empty the basket and re arrange it. Extended activity: • After the activity is done and then whenever they have block room period the educator can give the basket to the children individually. (each should get a chance to arrange the basket individually).
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Subject: PLS Topic: Table setting
No. of Periods: 2
Fortnight : 4
Learning Outcomes: • To learn the importance of table setting. Teaching Aids: • Napkin
• Plate and bowl
• Spoon and fork
Teaching Methodology: • Educator will ask the children to bring a plate, bowl, fork, spoon and napkin from home • She will demonstrate how to lay the napkin on the table and how to keep the plate and bowl on it. She will keep the spoon on the right side of the plate and fork on the left side. • The children will follow the same procedure step by step • The educator will observe them and guide them
Subject: Art & Craft Topic: Flag making
No. of Periods: 4
Fortnight : 4
Learning Outcomes: • Children will be aware of our national flag and the colours of the flag. • Children will be aware of the colour and number of strokes in Ashok Chakra. Teaching Aids: • Half A4 size paper • Pencil and crayons of dark green, saffron and navy blue. Teaching Methodology: • The educator will first draw the national flag on the blackboard and she will also display a flag made by her and show the exact colours and order (i.e. saffron, white, green) of the flag. • The educator will draw lines to divide the flag into 3 parts and draw a circle to make Ashok Chakras. • She will give the paper with lines to each child and they will colour it accordingly. • Then she will show the colour of Ashok Chakra and she will instruct, the children to draw 24 spokes in the circle. The children will follow the same.
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Subject : Saturday Visit Topic: Kite Museum
Fortnight :4
Learning Outcomes: • Refer to Saturday Visit Fortnight 1 • Will make the children aware of kites of olden days, about kite flying in and outside India. • Museum-Will make the children aware of Ahmedabad culture. Teaching Aids: Kite Museum Teaching Methodology: • Refer to Saturday Visit Fortnight 1 Note: • The educator should be alert and also discourage children from talking to strangers. • The educator should also be alert that strangers do not take photographs of the children. Teaching Learning Materials Used In this Fortnight
Fortnight : 4 – FMS – Beading
Fortnight : 4 – Block Room – Geometric Cabinet
Fortnight : 4 – Block Room – Basket
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Subject: GMS Topic: Kicking a ball
No. of Periods: 2
Fortnight : 5
Learning Outcomes: • Learns to kick the ball and balance the body. Teaching Aids: Football Teaching Methodology: • The educator will conduct this activity during the outdoor free play timing. • She will call the children one at a time. She will give the child a ball and ask her to place it in front of her on the ground. • Then she will ask her to lift one leg and kick the ball. • After kicking the ball the child will bring the ball back and give it to the next child. • In same way the whole class does the activity. Note: The football should be kept in the classroom.
Subject: FMS No. of Periods: 4 Topic: Transferring water - one bowl to another
Fortnight : 5
Learning Outcomes: • Develops level of concentration Teaching Aids: • Water • 6 bowls Teaching Methodology: • The educator will demonstrate. • She will fill water in a bowl and transfer it to another bowl by lifting the bowl of water and pouring the water into the empty bowl. • She will give instructions to the children that while filling the water in the first bowl and while transferring water they should take care not to spill the water. • Then she will divide the children into groups of 3 and she will give 2 bowls to each child and they will do the activity two to three times with the same water. • The rest of the class will engaged in any constructive play.
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Subject: Circle Time Topic: Sense of Taste
No. of Periods: 2
Fortnight : 5
Learning Outcomes: • Children will be able to identify different tastes. Teaching Aids: • Sugar • Salt • Neem leaves • Lemon Teaching Methodology: • The educator will sit in the circle with the children along with the Teaching Aids. • Then she will tell them to close their eyes and she will go to each child and will put a little quantity of sugar in each child’s mouth. • After that she will tell them to open their eyes and ask them what they tasted. She will patiently wait for the children to answer. She will tell them that sugar is sweet. • Same way she will make them taste salt, neem leaves and lemon. After she gets the answers she will give them the appropriate vocabulary. Salt - salty, Neem Leaves – bitter and Lemon - sour • She will ask them the different the names of different eatables which are sweet, salty, bitter and sour.
Subject: Circle Time Topic: Introduction of expression
No. of Periods: 1
Fortnight : 5
Learning Outcomes: • Children will be able to identify different facial expressions. Teaching Aids: • Flash cards of different expressions. • Chalk • Black board Teaching Methodology: • The educator will sit in the circle with children and will show them different expressions on her face and will ask the children about each expression. If the children are not able to say, the educator will tell what that expression is which emotions it displays. • She will show them flash cards of happy face, sad face, crying face, angry face while doing each expression. • She will make them to sit in a semi circle and draw the different faces of different expressions on the board and will tell them to recognize that and do it.
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Subject: Circle Time Topic: Expression game
No. of Periods: 1
Fortnight : 5
Learning Outcomes: • Children will able to read different facial expressions Teaching Aids: None Teaching Methodology: • The educator will sit in the circle with children and tell them that they are going to play an interesting game. • She will ask them to show different expressions one by one. • Then she will tell children whatever expression she will say, the children will show the particular expression, any child who does it wrong, is out. For eg, if she says – happy then all will put up a happy face. Note: Should continue the game until all children are out or she feels the children are losing interest.
Subject: Circle Time Topic: Action game
No. of Periods: 2
Fortnight : 5
Learning Outcomes: • Will learn to be alert. Teaching Aids: None Teaching Methodology: • The educator will sit in a circle with children and tell them that they are going to play an interesting game. • She will demonstrate the game. She will form a circle with her index finger and thumb. This action will be used to show idly. • She will move her right hand in a clockwise direction using the fist as if she is holding a ladle. This action will be used to show dosa. • Then she will tell the children to show the action for idly and dosa. • Then she will say idly then children will do the action of idly and if she will tell dosa they have to the action for dosa. • She will play the game with them – if a child shows the wrong action the child is out. Note: Should continue the game until all children are out or she feels the children are losing interest.
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Subject: Circle Time Topic: A Talk on Independence Day
No. of Periods: 4
Fortnight : 5
Learning Outcomes: • Will know that India was ruled by Britishers. • Will know how and when we got freedom. • Will know about few personalities who fought for our freedom. Teaching Aids: • Photographs of Gandhiji, Rani Lakshmibai , Bhagat Singh and Subhash Chandrabose Teaching Methodology: Period 1 & 2 • The educator will make the children sit in a circle • She will ask them “what is Independence Day and why do we celebrate Independence Day?” and should listen with interest to what they say. • Then the educator will tell the story of our Independence. • She explains how Britishers came and settled in our country. • They liked this place and started taking one place after the other under their control, slowly whole India came under the control of British people and they brought new rules and started ruling us. • People like Gandhiji, Nehruji, Rani Laxmibai and many people realised that India should get freedom from the British who were Foreigners. Then so many people like Subhash Chandra Bose, and Bhagat Singh and Gandhiji fought for our freedom. • Finely on August15th 1947 after a long struggle India got freedom at mid night from the Britishers. • So we celebrate August 15 as our Independence Day and should pay tribute to all the people who fought for our freedom. • On August 15th the Prime Minister hoists the flag at Red fort in Delhi. Period 3, 4 & 5 • The educator will revise about Independence and its values. • She will give information about few freedom fighters like Subhash Chandra Bose, Bhagat Singh, Rani Laxmi Bai.(Information’s attached).She will share about one freedom fighter every day. Note: • The educator can talk about the flag and its colours, what does each colour mean. Saffron- courage, White-peace, Green- Prosperity. • Who wrote our National Anthem? Shri Rabindranath Tagore. • This topic will be carried out in the next week also.
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Subject: Rhymes & Songs No. of Periods: 6 Fortnight : 5 Topic: At The Zoo / A Tailor, A Cobbler, A Policeman / ca>da poƒI
Learning Outcomes: • Children will be able to recite a rhyme on their own with action and expression. • They will be aware of new words. • Their comprehension level will improve. Teaching Aids: Rhyme Book - 1. At The Zoo (Pg. 17) 2. ca>da poƒI (Pg. 36) 3. A Tailor, A Cobbler, A Policeman (Pg. 18) Teaching Methodology: • Refer to Rhymes and Songs Fortnight 1 Note: • Revise all earlier rhymes before a new one is introduced. • Devote 2 periods for each rhyme.
Subject: English Topic: Recognizing alphabet Jj, Kk, Ll
No. of Periods: 8
Fortnight : 5
Learning Outcomes: • Children will be able to recognize the alphabet. • Will be able to give words beginning with alphabet. Teaching Aids: • 6 to 7 objects beginning with the alphabet in a box. (Magic box) • Worksheets- colouring and circling • Board and chalk. • Magic box objects: Jj Magic box object- jar, jam, joker, jeep, January. 2nd day - juice, jot, jet, junior kg Kk Magic box object - kite, kitten, kettle, keys. - king, kitchen, kangaroo. 2nd day 3rd day - Kashmir, kennel. Ll magic box object - lion, lizard, lock, lipstick, leaf. - lemon, lollipop, log, ladder. 2nd day 3rd day - lady’s finger, laugh, leopard. Teaching Methodology: • Refer to Fortnight 1
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Subject: Maths Topic: Introduction of 4 & 5
No. of Periods: 4
Fortnight : 5
No. of Periods: 4
Fortnight : 5
Refer to Fortnight 1 Worksheets: 56, 12, 13, 14, 15, 16, 33 Subject: Maths Topic: Odd one out.
Learning Outcomes: • Children are able to identify the objects on the basis of certain characteristics. Teaching Aids: • Leaves • Marbles • Stones • Flow • Twigs Teaching Methodology: • Make the children sit in a group or in a circle. Tell the children to observe you carefully. • Place four things in a row, out of which three are alike and one is different.
• Ask the children “Can you see these objects I have put here? Yes. How many are they? Four - out of these, one is different.’ • Can one of you show the things that is different. Do the same with a variety of objects. • For variation, increase the total number of things as well as the number of things that are different for example, two things out of six objects can be different. Subject: Story Telling Topic: 1. Anton the vain Ant
No. of Periods: 6 Fortnight : 5 2. Mike and the Bunny
Learning Outcomes: • Children will be able to comprehend a story. • Will know that there is a sequence in a story. • Will be able to narrate the story. • Will enhance their vocabulary. Teaching Aids: • Flash cards / puppets related to the characters in the story. • The story book with big pictures. 1. Anton the Vain Ant 2. Mike and The Bunny Teaching Methodology: • Refer to Story Telling Fortnight 1, Devote 3 periods for each story.
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Anton, the vain Ant At the foot of a giant tree, ants worked day and night, gathering food. Soon there came a sporty ant, Anton, proudly juggling some cherries. While climbing up the tree, Anton heard a soft voice. He picked up a leaf and underneath lay Misha, the caterpillar. She lay cocooned. The cocoon was not at all attractive. Hence, Anton started teasing her. Misha was sad but Anton kept making faces at her. He also made fun of Misha because she could not do the tricks he did, on the cherry tree. Soon Anton went away, leaving Misha behind. She was very sad and hurt. Few days later, Anton came to the same branch searching for food. He remembered Misha and picked up the leaf but he found no one. Anton started to walk away from the place. Suddenly a huge shadow fell on him. On turning behind, Anton found a beautiful butterfly, smiling at him. After some time, he recognized Misha. She had become very pretty. Anton was ashamed for having made fun of Misha. But Misha forgive him. Mike and the Bunny Mike was a Little pup. He lived in the jungle with his mother. One day While going to school, Mike saw two people looking through a telescope. He became curious. ‘What is that? What are they gazing at?’ he paused, for he had never seen a telescope. “ Hi’ boys, I am Mike” he introduced himself. “What is this instrument? He enquired. “It is called, telescope. Through this you can see distant forests and places appearing close to us. Come on buddy, take a look,” nodded one of them. Mike looked through the telescope, “Wow! That mountain looks so near he exclaimed. Then Mike turned the telescope to the left, “Uh! What is that little Bunny doing out there?” he shouted. Through the telescope, Mike saw a baby rabbit running around at the foot of the hill. “Adjust the lens like this Mike you can see even clearer,” said one of them. “Oh, our Bunny is in danger. A wicked Hawk is chasing him to eat up,” Mike’s voice cried in panic. “We have to save him, come on “Mike gasped as he ran across, followed by the two. “We always carry a gun to keep the wild ones away”, said one of them as he positioned his gun and shot at the Hawk. The loud bang scared the hawk away. Mike gently picked up the Bunny and held him. “Thank you for saving my life. I had lost my way,” said the frightened Bunny. They all took Bunny back home. After hearing all this, Bunny’s mother thanked Mike and the two others. “I am happy that you are safe,” Bunny’s mother embraced him.
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Subject: Science & Geo Topic: Safety measures
No. of Periods: 4
Fortnight : 5
Learning Outcomes: • Children will be aware about safety measures. Teaching Aids: • Charts Teaching Methodology • The educator will ask the children to sit in a circle and she will talk about dangerous things such as electric appliances, plug points, sharp objects, sharp edges of furniture and she will explain to them about why it is necessary to keep away from these dangerous things. • She will also explain to them about how to be careful while handling such things. Note: The educator should explain to the children that any appliance should be used only under adult supervision. Subject: Block Room Topic: Broad stairs / Brown Stairs
No. of Periods: 6
Fortnight : 5
Learning Outcomes: • Children will develop eye hand co-ordination. • Increases concentration as the body and mind work in union with total concentration. • Develops estimation of Dimensional gradation • Develops visual sense to distinguish differences. • Brings precision in holding things. • Develops muscular memory. • Helps to concentrate attention on a repetitive exercise. • Prepares the child for concepts in plane geometry, area and volume. Teaching Aids: • 10 Broad Stairs [It consists of ten cuboids of same length but has varying breath and height] Teaching Methodology: • Choose a mat of contrast colour. Pick up the biggest cuboid and arrange it first. Arrange the rest in descending order, one at a time along the ground. Specify that the edges of each cuboid should meet with exactness and demonstrate the same. It should form staircase formation. • The child can begin with the biggest block and then gradually can arrange in descending order. While doing so she has to make efforts with her little hand, which stretches and grows. Control of error: • The small eyes which act in recognizing gradations reveal chance errors as the step formation will not be perfect i.e. it looks as it has irregular steps. ( It is self- corrective) [Progression of cuboid is from 1x1x20cm.thin to 10x10x20cm.thick]
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Subject: PLS Topic: Proper use of dustbin
No. of Periods: 2
Fortnight : 5
Learning Outcomes: • Learns the importance of cleanliness • Learns to keep the surrounding clean Teaching Aids: • Dustbin Teaching Methodology: • The educator will sit with the children in a circle. • She will talk about the importance of cleanliness and keeping the surroundings clean. • She will explain to them that whenever they do any craft activity they should throw the left over in the dustbin. • She will also instruct them to throw the foil paper used to wrap their lunch in the dust bin. • Even if they see any litter when they go out they should pick it up and throw it in the dustbin. • She will also tell them whenever they eat packed food item, ice-cream, chips etc they should throw the wrappers, cup, and ice cream stick in the dustbin. Note: Educator should be consistent with the children. She should see that the children follow the rule and make proper use of dustbin in their day to day life. Subject: PLS Topic: Buttoning and Lacing
No. of Periods: 2
Fortnight : 5
Learning Outcomes: • Makes children independent and self-reliant • Develops eye – hand co ordination and fine motor skills. Teaching Aids: • Buttoning board Teaching Methodology: • The educator will sit with the children in a circle and she will show them the buttoning board and demonstrate how to button and unbutton. • Then she will pass the buttoning board the children. Each child will button and unbutton and pass it to the next child. Others will watch and observe. Extended activity: • The educator can ask the parents to send shirts with button and a hanger. Whenever they are free they will button and unbutton their own shirt and hang it on the hanger. The educator can also spend some structured time for the activity. Note: She will keep the buttoning board at a reachable height of children. So that they can do this activity at their free time.
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Subject: Art & Craft Topic: Rakhi Making
No. of Periods: 4
Fortnight : 5
Learning Outcomes: • Learns to make a Rakhi. • Develops fine motor skills. • Develops eye-hand co-ordination. Teaching Aids: • Fluorescents papers (Green, Orange, Pink) • Stapler • Woolen thread • Silver sequins Teaching Methodology: Period 1 & 2 • The educator will cut different shapes of different sizes and colours in front of the children and give 3 shapes to each child. • Then she will arrange the shapes one above other from big to small and staple it. The children will observe and follow the same. • The educator will staple the shapes arranged by the children. She will then show how to stick the silver sequins. The children will follow the same.
Subject : Saturday visit Topic: Railway Station
Fortnight : 5
Learning Outcomes: • Refer to Saturday Visit Fortnight 1 • Will make the children aware of Goods and Passengers train, how to go in for a reservation for traveling, show them how to buy a train ticket. Teaching Aids: • Railway Station Teaching Methodology: • Refer to Saturday Visit Fortnight 1 Note: • The educator should be alert and also discourage children from talking to strangers. • The educator should also be alert that strangers do not take photographs of the children.
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Teaching Learning Materials Used In this Fortnight
Fortnight : 5 – Block Room – Brown Stairs Fortnight : 5 – PLS – Lacing Board
Fortnight : 5 – Art & Craft – Rakhi Making
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Subject: GMS Topic: Lifting a table in the class
No. of Periods: 2
Fortnight : 6
Learning Outcomes: • Will learn to work in coordination with others Teaching Aids: • Tables in the class room (5 tables) Teaching Methodology: • The educator will ask the children to form a line. • She will divide the children into groups of 4. • Then she will ask each group to go and stand near the table (different group, different tables) • Now she will ask each group to arrange themselves in all 4 sides of the table. • Then she will ask them to lift the table from the center of all four edges and arrange them in a row. Note: The educator can ask the children to do this activity as per the arrangement needed in class.
Subject: FMS No. of Periods: 4 Topic: Tearing and crumpling of newspaper
Fortnight : 6
Learning Outcomes: • Develops finger and palm muscles Teaching Aids: • Old newspapers Teaching Methodology: • The educator will demonstrate. • She will take a piece of old news paper and tear into small pieces with the help of index finger and thumb. • Then she will crumple it in between her two palms to make a ball. • Then she will give piece of newspaper to each child and ask them to follow as demonstrated. • All the children will do the activity.
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Subject: Circle Time Topic: Days of the week
No. of Periods: 2
Fortnight : 6
Learning Outcomes: • Children will come to know the name of the days of the week. • They will come to know how many days make a week. Teaching Aids: • Flash cards Teaching Methodology: • The educator will sit in a circle with children and ask them what is the day today? Children will answer, if not, she will tell them the day. • She will again ask them, ‘Now tell me what will be the day tomorrow?’ • After getting the answer she will say that we have seven days. • She will start from Monday and show them the flash card of Monday and will pass the flash card to each child and tell them to repeat the name while passing it. Similarly she will introduce all the days. • Then she will make them repeat after her all the names of days and will make them count with the help of fingers. • She will explain that seven days makes a week. Note: Everyday she will write the day on the board and will ask children to tell the day. She will start from Monday, because Sunday is a holiday. Subject: Circle Time No. of Periods: 3 Topic: Introduction of domestic animals
Fortnight : 6
Learning Outcomes: • Children are able to recognize domestic animals. • Children will be able to know the specific characteristics of different domestic animals. • Children will become sensitive towards animals. They will come to know the usefulness of animals. Teaching Aids: • Flash cards Teaching Methodology: Period 1 & 2 • The educator will sit in the circle with children and flash cards of different domestic animals. • She will introduce common animals like dog, cow, horse, camel, donkey, sheep, ox etc. • She will ask them why they are called domestic animals-she will wait for them to answer and then she will tell why they are called domestic animals. • She will take out one flashcard and tell them which is that particular animal and will give information to children about the characteristics of each animal such as their colour, size, habitat, food habit etc. • She will pass the flash cards one by one to each child and tell them to see the picture and repeat the name while passing the flash card.
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Period 3 & 4 • She will ask them some questions regarding domestic animals. • For e.g. 1. I am man’s best friend and I guard your house. Tell me who am I? Dog. 2. I chase the mice from your house. Tell me who am I? cat 3. My fur is used for making sweaters and jackets and you remember me in a rhyme where I went to school? Sheep 4. I help in carrying load and I am the ship of desert, Tell me who am I? Camel 5. Name two animals that give us milk. Cow and Buffalo. 6. I am used for riding and stay in a stable and like to eat grams and I am used in playing a game. Tell me who am I? Horse. 7. I help the farmers in ploughing the fields. Tell me who am I? Ox. Note: • The educator can keep charts and pictorial books so that children can revise it. • She can arrange field visits to a stable nearby.
Subject: Circle Time Topic: Senses- smell
No. of Periods: 3
Fortnight : 6
Learning Outcomes: • To make the children aware that our nose helps us to identify the different types of smell. Teaching Aids: • Vaseline, Vicks vaporub, perfume, vinegar, cow dung, talcum powder Teaching Methodology: • The educator will begin by attracting the children’s attention by smelling and saying “Oh! Wow! What a pleasant & good smell is coming. She keeps pretending. The whole class joins her in smelling. • Now everybody is using their nose to smell. Then she brings forward the teaching aid mentioned and takes it to each child one by one for smelling. • She begins with talcum powder and she explains “Wow! What a pleasant and soothing smell”. Then she takes cow dung to each child. “Oh No! What a bad smell.” With the help of facial expression, the pleasant and the bad smell can be expressed. • Then she gives different things such as Vicks, perfumes etc and asks them to smell it.
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Subject: Circle Time Topic: Days of the week - Revision
No. of Periods: 2
Fortnight : 6
Learning Outcomes: • Children will able to recall the days of the week Teaching Aids: • Flash cards Teaching Methodology: • The educator will sit in the circle with children and ask them to the name the days of the week. • Then she will give flash cards of 7 days to seven children and tell them to stand in sequence. • This way she will continue the game taking seven children each time and will give chance to every child to participate.
Subject: Rhymes & Song Topic: Twinkle Twinkle / p9I / Hai©ma
No. of Periods: 6 i3m i3m
/ Song . nNha
Fortnight : 6
muNna
Learning Outcomes: • Children will be able to recite a rhyme on their own with action and expression. • They will be aware of new words. • Their comprehension level will improve. Teaching Aids: • Rhyme Book – 1. Twinkle Twinkle (Pg. 3) 2. p9I (Pg. 27) 3. Hai©ma i3m i3m (Pg. 43) Song - nNha muNna Teaching Methodology: • Refer to Rhymes and Songs Fortnight 1 Note: • Revise all earlier rhymes before a new one is introduced. • Devote 2 periods for each rhyme /song.
Subject: English Topic: Revision
No. of Periods: 8
Fortnight : 6
• The educator will revise the topics done in the previous weeks. • She will ask simple questions about the things discussed in the class. • She can revise the difficult topics which are yet not clear to children.
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Subject: Maths Topic: Introduction of
No. of Periods: 4
Fortnight : 6
No. of Periods: 4
Fortnight : 6
6&7
Refer to Fortnight 1 Worksheets: 17, 18, 35
Subject: Maths Topic: Far & Near
Learning Outcomes: • To enhance the concept of far and near in children Teaching Aids: Objects in the class room Teaching Methodology: • The educator will make the children sit in the circle. She will tell the children “we will now play a game”. • She will call a child and ask her to stand near the table. And she will say to the children “can you see where Mahin is standing? Who will tell me which objects are near her? “. The children may name a number of objects. • The educator will say to the children “Now who will tell me which objects are far from Mahin? The children may say a number of objects. • If the child can touch the object from the place she is standing those objects are near, the objects she cannot touch are far. • Educator will ask question like, “Which object is near? Which object is the nearest? • Keeping in mind the children’s level of understanding you may discuss places that are near and far from the Pre-school building. Note: Revise far and near concepts regularly. Subject: Story Telling Topic: Revision
No. of Periods: 6
Fortnight : 6
No. of Periods: 4
Fortnight : 6
Revise the stories done till now. Subject: Science & Geo Topic: Healthy & Junk food
Learning Outcomes: • Will make them aware about healthy food so that one can lead a healthy life. Teaching Aids: • Cut outs • Board
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Teaching Methodology: • The educator will ask the children to sit in a circle. • The educator will ask the children to name the different types of food we eat at home, in the restaurant. • Educator will explain the food types by showing them. She will tell children we have to eat healthy food e.g. roti & sabji and dal, chaval. • She will ask the children why should we eat healthy food and explain if we eat healthy food we become strong. • Educator will explain we do not have to eat junk food. • She will explain to the children the benefits of healthy nutritious food and how these healthy foods helps one to keep in good health. • She will explain about junk food. Junk foods are very tasty and colourful, all like them very much because it is tasty but it harms our body and our body becomes weak. Note: Children can draw the food items on a paper
Subject: Block Room Topic: Knobless cylinder
No. of Periods: 6
Fortnight : 6
Learning Outcomes: • Will be able to observe and compare the different series with each other. • Gets a clear understanding of the different dimensions. Teaching Aids: • Four boxes (Red, yellow, green and blue) each with a set of 10 cylinders of the varying sizes as the cylinder blocks. Teaching Methodology: Refer to Fortnight 2 Subject: PLS Topic: Cleaning the classroom
No. of Periods: 2
Fortnight : 6
Learning Outcomes: • To make the children understand the importance of cleanliness of their surroundings Teaching Aids: • Two brooms • 5 small sized buckets( Which is easy for the child to carry) • Soap water • Clean water • 10 mops Teaching Methodology: • The educator will first sit with the children in a circle and tell them that they are going to clean the class room. • She will show them how to use the broom and the mop (dip it in the water and to squeeze and then do moping from one side to another)
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• Then she will divide the children in groups of 4 (total 5 groups).One group will clean the table, one group will clean the door, one group will clean the floor and another two group will clean the windows. • Then she instructs the children to dust the tables, runners, door and windows. After this she will tell 2 children to broom the class. • After dusting she will instruct the children to clean the tables, runners, windows and doors up to their reachable height with soap water using the mop. • Then she will make children to change the mop and take clean water to clean the same. • Then she will instruct 4 children to mop the class room with soap water. • The educator will observe and guide the children if needed.
Subject: PLS Topic: Watering the plants
No. of Periods: 2
Fortnight : 6
Learning Outcomes: • Learns to take care of the plants and becomes sensitive towards them. Teaching Aids: • One Sprinkler (of small size which a child is able to carry easily) • Water Teaching Methodology: Period 1 • The educator will sit in a circle along with children and explain to them why watering of plant is necessary. • She will tell them as we need air, water and food to survive and grow in the same way a plant needs water and sunlight to grow and survive. Period 2 • Educator will take the children to the garden. • Then she will give an empty sprinkler to any child and ask her to fill it with water from a nearby tap. • Then she will demonstrate how to sprinkle the water on the plants. • At the same time she will also say that they cannot dump water in the base of a small plant with the bucket or a pipe it will harm the plant, it will be uprooted due to the force of the water. • We have to pour water gently and in small quantity. • Then each child of the class will sprinkle some water on the plants. • If a child shows interest to water a tree the educator will allow her. She will ask her to fill a bucket (small size) and guide her the right way to water a tree. Note: If a child shows interest in such activity she can do it in morning and evening at home, even as soon as she comes to school before the class begins she can allot 5 minutes of her free play for watering plants
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Subject: Art & Craft Topic: Thumb printing (Group activity)
No. of Periods: 4
Fortnight : 6
Learning Outcomes: • Children will be aware of powder colour as a medium of colouring and how to mix it. • Children will learn to work in a group. Teaching Aids: • White chart paper • Powder colours / Fevicol Teaching Methodology: • The educator will mix powder colour, water and a few drops of fevicol to form a smooth paste in front of the children. • She will then demonstrate she will dip her thumb in the colour and press it on the chart paper to form an impression. She makes different designs. • The children will follow and make different designs. • The educator will draw a big picture of anything (cartoon character, cake, animals etc) on the chart paper. • She will then tell the children to put in their thumb. Print on one portion of the drawing. As all have to put they will have to wait for one to finish and to get their turn. They also have to be careful not to spoil the picture. • The educator will now give another colour and ask them to print on another portion of the drawing. • Like this they will complete the whole picture.
Subject : Saturday visit Topic: Iscon Temple
Fortnight : 6
Learning Outcomes: • Refer to Saturday Visit Fortnight 1 • They will be aware of a different form of Lord Krishna. Teaching Aids: • Iscon Temple Teaching Methodology: • Refer to Saturday Visit Fortnight 1 Note: • The educator should be alert and also discourage children from talking to strangers. • The educator should also be alert that strangers do not take photographs of the children.
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Teaching Learning Materials Used In this Fortnight
Fortnight : 6 – Block Room – Knobless Cylinders
Fortnight : 6 – Art & Craft – Finger Printing
Fortnight : 7 – Block Room – Crazy Block
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Subject: GMS Topic: Skipping
No. of Periods: 2
Fortnight : 7
Learning Outcomes: • The children will develop controlled movements of the body. • They will develop coordinated movement between hands and legs. Teaching Aids: • Skipping ropes (4 ropes). Teaching Methodology: • The educator will first demonstrate. • She will hold the ends of the skipping rope and place the rope in such a way that it hangs behind her body. • Then she will show how to skip – either by hopping or with both feet together. • She will repeat the activity 4 to 5 times so that the children get the right idea how to do skipping. • Now she will give the skipping ropes to 4 children and ask them to do skipping. • Whenever needed, she will guide them. • In the same way all children will get a chance to skip. Note: Skipping rope should be available in the class for the children to practice their skill in their free time. Subject: FMS No. of Periods: 4 Topic: Rolling pencil between thumb and fingers
Fortnight : 7
Learning Outcomes: • Develops finger and palm muscles Teaching Aids: • Pencils Teaching Methodology: • First the educator will tell the children the names of the different fingers. • The finger after the thumb is called ‘pointer’. The finger after the pointer is called ‘tall man’. The finger after the tall man is called ‘ring finger’. The finger after the ring man is called ‘little finger’. • Now the educator will demonstrate. • She will hold the pencil between the thumb and the pointer and roll the pencil back and forth, then she will hold the pencil between the thumb and middle finger and roll it back and forth, then she will hold the pencil between thumb and ring finger and thumb and small finger and do the same. • She will give a pencil to each child and children will do the activity step by step as demonstrated. • The educator will observe and guide whenever needed. • The children will repeat the activity 2 to 3 times. Note: The educator should keep in mind that the pencil should always be available to the children so that they can practice.
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Subject: Circle Time Topic: Introduction of wild animals
No. of Periods: 3
Fortnight : 7
Learning Outcomes: • Children are able to recognize wild animals. • Children know the specific characteristics of different wild animals. Teaching Aids: • Flash cards Teaching Methodology: Period 1 • The educator will sit in the circle with the children with the flash cards. • She will introduce common animals like tiger, giraffe, lion, monkey, etc. • She will ask them why they are called wild animals. • She will wait for the answer and then she will tell them why they are called wild animals. • She will take out one flash card and tell them what that particular animal is and will give information about the characteristics of each animal such as to their colour, size, habitat, food habit etc. • She will pass the flash cards one by one to each child, and tell them to repeat the name while passing the card. Period 2 • She will ask them some questions regarding wild animals. • For e.g. • • • • • • • • •
I am the king of the jungle and you hear my name often in stories, I roar loudly. Tell me who am I? Lion I am the tallest animal and have a long neck. Tell me who am I? Giraffe I am fat and have a long trunk and my tusks are valuable Tell me who I am I? Elephant. I am India’s national animal and belong to the cat family, I have black and orange stripes. Tell me who am I? Tiger. I am the fastest animal. Tell me who am I? Cheetah. I have a pouch and I carry my baby wherever I go. Tell me who am I? Kangaroo. I am black and huge in size and love to eat honey. Tell me who am I? Bear. I jump from tree to tree and love to eat bananas. Tell me who am I? Monkey.
Note: • The educator can keep charts and pictorial books so that children can go through them. • She can arrange for a field visit to a zoo where they can see and observe the animals.
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Subject: Circle Time Topic: Passing the squeeze
No. of Periods: 3
Fortnight : 7
Learning Outcomes: • They will learn to be alert. • It will improve their level of concentration. Teaching Aids: None Teaching Methodology: • The educator will sit in a circle with children and they all will hold each other’s hand. • She will gently squeeze the hand of the child on her right, then that child will squeeze the hand of the child on her right and it will go on until the squeeze would have passed round the circle and back to the teacher. Note: This activity is to be done without any verbal communication. The educator should explain the activity before she begins it.
Subject: Circle Time No. of Periods: 4 Topic: How to behave when there is no teacher in the class
Fortnight : 7
Learning Outcomes: • They will learn how to maintain discipline and do their work quietly when ma’am is not around them. Teaching Aids: None Teaching Methodology: • The educator will question them like: 1.What should we do when ma’am goes out for some time? 2. Can we shout and disturb other classes? 3. Can we play with the puzzles or do our work silently?etc. • Then when she will get the answers, she will make it as a set of rules that should be followed throughout the year. • These rules should be brushed up each day for a minute for one month, and then once in a while throughout the year. • Then children will do their work without any reminders when the educator goes out for a minute. Note: When set of rules are framed like this in the first two months of the year children will follow and the educator will not have problem in managing the class for the whole year.
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Subject: Rhymes & Songs Topic: If I Were / cuNnI cacI
No. of Periods: 6 muNnI masI / tana bata / Song-Come
Fortnight : 7 Here My Dear
Learning Outcomes: • Children will be able to recite a rhyme on their own with action and expression. • They will be aware of new words. • Their comprehension level will improve. Teaching Aids: • Rhyme Book - 1. If I Were (Pg. 10) 2. cuNnI cacI muNnI masI (Pg. 30) 3. tana bata (Pg. 40) Song - Come Here My Dear Teaching Methodology: • Refer to Rhymes and Songs Fortnight 1 Note: • Revise all earlier rhymes before a new one is introduced. • Devote two periods for each rhyme.
Subject: English No. of Periods:4 Topic: Recognizing alphabet Mm, Nn, Oo
Fortnight : 7
Learning Outcomes: • Children will be able to recognize the alphabet. • Will be able to give words beginning with alphabet. Teaching Aids: • 6 to 7 objects beginning with the alphabet in a box. (Magic box) • Worksheets- colouring and circling • Board and chalk. • Magic box object: Mm Magic box object - mirror, mixer, match box, monkey, mango, moon, mask. 2nd day - muffler, map, mother, man, 3rd day - Monday, microwave oven. Nn Magic box object - nest, nail, needle, necklace, nail polish. 2nd day - net, newspaper, night, nose, nine. 3rd day - neck, nut, name, number.
Oo Magic box object - orange(fruit), orange (colour), onion, one. - ostrich, owl. 2nd day 3rd day - ox Teaching Methodology • Refer to Fortnight 1
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Subject: English Topic: Two letter words
No. of Periods: 4
Fortnight : 7
Learning Outcomes: • Children will able to read the two letter words and know the use of the words in a sentence • They will be aware of new words. • Their comprehension level will improve. Teaching Aids:
• Flash cards • Words: I, a, am, an, do, no, go.
• Black board
I I am very hungry. I love my school. I am a girl. I am doing my work. a 1. This is a book. 2. This is a very nice book. 3. This is a colourful picture. 4. Isha is a good girl. am 1. I am a girl. 2. I am a boy. 3. I am very happy. 4. I am going to the block room. an 1. This is an apple. 2. This is an owl. 3. This is an elephant. 4. This is an ant. 5. This is an arrow. Teaching Methodology: 1. 2. 3. 4.
1. 2. 3. 4. 1. 2. 3. 4. 1. 2. 3. 4.
do Do your colouring without talking. Do your home work nicely. Do not make noise. Do not go out of the class. no There is no book on the table. Today there is no dance class. No one will come out of the class. No one will push each other. go Go and bring the book. Go to the block room. Go and play in the garden. Go and say thank you to Rani.
• Before starting 2 letter words the educator will ensure that the children are thorough with alphabets A to Z. • So she will revise the alphabets. • She will write the alphabets on the board and ask any child randomly to recognize the alphabets (turn by turn she will ask all children). • Now she will sit along with the children and orient them that today their teacher will be introducing 2 letter words. • She will instruct them that when we join one alphabet to another a two letter word is formed for e.g.: am, an, be, go which make sensible meaning. This will also help them to frame simple sentences like. I am a boy. May I go to drink water? This is an apple. I want to be with you. • The educator will introduce a word and say 6 to 8 sentences of the word. For e.g. Go to your class. Go and bring the book from the shelf. Note: The educator will encourage the children to form new sentences. She will use same method to introduce all the two letter words.
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Subject: English Fortnight : 7 No. of Periods: Topic: Pattern writing. Learning Outcomes: • Develops fine motor skill. • Prepares them for writing. • Improves their strokes. Teaching Aids: • Blackboard, chalk • Pattern writing worksheet 1, 2, 3, 4. Teaching Methodology • The teacher shows how to hold the pencil – with the pencil between the thumb, index finger and the middle finger. • She will then draw dots in a straight line and the she will join the dots on the black board. • The teacher explains not to lift the pencil and to make a smooth line while joining the dots. • She will then give the worksheets and the children will try to join the dots on the worksheet. Subject: Maths Topic: Introduction of 8 & 9
No. of Periods: 4
Fortnight : 7
No. of Periods: 4
Fortnight : 7
Refer to Fortnight 1 Worksheets: 19, 20 Subject: Maths Topic: Matching
Learning Outcomes: • Children will be able to match the sets. • Children will be able to recognize shapes. Teaching Aids: • Flannel board and shape cut outs with sandpaper at the back. • Worksheet: 31 Teaching Methodology: • The educator will sit in a circle along with the flash cards of shapes and numerals. ∆ ∆ ◊ ◊ • She will demonstrate by showing one of the cards and ask about it. E.g. she will show the flash card of ‘triangle’ • When she will get the answer she will put it on the flannel board. • Then she will find another flash card of the same shape keep it near the previous one. • She will repeat this with other shapes and numerals. • Then she will call the children one by one and ask them to do the same.
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Subject: Story Telling Topic: 1. Sue, Hayden and the Raft.
No. of Periods: 6 Fortnight : 7 2. Wooly and the magic glasses
Learning Outcomes: • Children will be able to comprehend a story. • Will know that there is a sequence in a story. • Will be able to narrate the story. • Will enhance their vocabulary. Teaching Aids: • Flash cards / puppets related to the characters in the story. • The story book with big pictures. 1. Sue, Hayden and the Raft. 2. Wooly and the magic glasses. Teaching Methodology: • Refer to Story Telling Fortnight 1 Note: • Uses simple sentences and remember children love listening to same story again and again enact it as if you are saying it for the first time. • All stories need not have a moral-so do not always stress on the question “So what did you learn?” Sue, Hayden and the Raft Sue and Hayden were friends. They loved adventure. One day these two decided to make a small raft. “This way we can flow downstream with the river. Can’t we?” suggested Hayden. Together they collected large pieces of tree trunks and started building a raft. “Let us tie it up with a rope. It will stay secure that way” said Sue. They tied the raft with a rope. Sue and Hayden got onto the raft. “Yahoo! Let us see where the river takes us,” giggled Hayden. “We are moving at a great speed!” said Sue, crying with pleasure. Unexpectedly the raft got stuck in between two rocks. “Oh no!” shouted Hayden. They were not able to break free.” Uh! Oh!” puffed Hayden. Then, what they saw shocked them. They saw a Crocodile approaching! But, luckily the raft moved away from the rocks. Wwhooo! Here we go again,” they laughed. However, the danger was not yet over. The river was now flowing down to a waterfall. Hayden had a long rope. He made a lasso and threw it on to a rock. To their relief, the rope caught the rock and the raft stopped suddenly. Then, rowing carefully Hayden took the raft back to the bank. “Ah! We are safely back on the land,” said Sue with a relief. “What an exciting adventure!” remarked Hayden. And the two friends walked back home, happily. Wooly and the magic glasses Wooly, the Sheep lived in a farmhouse with his mother. Wooly was a fun – loving sheep. He was always thinking of an outing. He just could not stay in the farm. One afternoon, Wooly slipped out of the farm and went to the nearby market. ‘I have never come to the market alone. It is exciting,’ he thought.
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A strange vendor sitting on the ground was shouting, “Magic glasses, wear them and you can see through anything!” ‘Wow! That is quite something. I must buy those glasses,’ said Wooly to himself. He bought the glasses. Wooly wore the glasses and walked back home. ‘It is wonderful! I really can see through the trees,’ he looked happy. Because he was wearing see-through glass, he called his friends to play a game of hide and seek. His one thought was that he could find them with his glasses. Suddenly, Wooly spotted something at a distance. “Paul”, he said to one of his friends, “There are thieves inside your house.” “But my house is locked, ”I can see through the glasses I am wearing magic glasses, Paul. We have to act fast,” said Wooly. Wooly and his friends rushed to call the police “Sir, there are thieves in Paul’s house,” complained Wooly to the policeman. Minutes later, two policemen rushed to Paul’s house. “There, sir! Inside the house,” indicated Wooly. Soon, the thieves were caught and handcuffed. “Well done, Wooly,” praised the policemen and took the thieves away. Wooly was very pleased. Wooly’s parents came to know that their son had helped to catch the thieves. They asked, how did you do it, Wooly?” “It is all because of my magic glasses” he explained. Wooly then told them everything. The next day, the policemen came to Wooly and said, “We have heard about your magic glasses we would like to use them, too.” Wooly gladly gave them the glasses. Subject: Science & Geo Topic: Sources and uses of water
No. of Periods: 2
Fortnight : 7
Learning Outcomes: • Children are aware of different sources of water. • They learn the importance of water. Teaching Aids: Charts Teaching Methodology: • The educator will begin the class with the topic about the uses of water and then the importance of water. • She will ask why we need water for what purpose we are using water. She will tell them the different uses bathing, drinking, washing, cleaning etc. • Like us birds, animals, plants all need water. • She will then ask the children ‘How does water come to our houses?’ • Then she will begin with the sources of water and will ask that from where we get water. The main source of water is rainfall she will talk about rainfall and explain the water cycle. • She will go on to explain that rain water gets collected in rivers, ponds, lakes and sea. • She will also talk to them of how important it is to save water and how each one of us can save water. Note: Educator will draw different pictures on the board and show.
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Subject: Science & Geo Topic: Parts of a plant
No. of Periods: 2
Fortnight : 7
Learning Outcomes: • They will know the different parts of the plant and their functions. Teaching Aids: Black Board Teaching Methodology: • As germination is already done, so she will briefly revise it. • Then she will draw a plant and label its parts. • She will explain the function of roots, leaf, stem and flower. Note: An extended activity can be done where the children will be taken out and shown different plants and their parts.
Subject: Block Room Topic: Crazy blocks
No. of Periods: 6
Fortnight : 7
Learning Outcomes: • Learns to build a stable tower, building fancy items of their own imagination. • Enhances curiosity and tries to explore more as the grooves in each piece fits firmly on the other.
Teaching aid: • 16 Pieces of blocks of red, blue, yellow and green 4 pieces each of each colour Teaching Methodology: • The educator will make the children sit in a circle and demonstrate. • She will take each block of red, blue, green and yellow from the box and keep it softly on the floor. • She will then count and show that there are 4 pieces of red, blue, green and yellow. • She will make some patterns like towers and come up with various designs with then teach them how to arrange it in the box while winding up. Note: Picture on page 300.
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Subject: PLS Topic: Carrying water without spilling
No. of Periods: 2
Fortnight : 7
Learning Outcomes: • Improves eye hand coordination. • Enhances controlled movements. Teaching Aids: • 3 Bowls • Water Teaching Methodology: Period 1 • The educator will demonstrate how to fill the water from the tap in the bowl how to carry it and walk carefully without spilling it. • She will instruct the children that bowl should not be filled to the brim, a little less. • Then she will divide the children into groups of 3 and each group will do the activity turn by turn. 4 Group will do the activity in one period and she will observe them. Period 2 • She will ask the children to mop the area if any water is spilt the remaining 4 groups will also do the activity in the same way. • Each child will do the activity 2 to 3 times. Subject: PLS Topic: Cleaning puzzles
No. of Periods: 2
Fortnight : 7
Learning Outcomes: • Will help them to be systematic and organized. • Will enhance child’s ability to classify and sort out the puzzles Teaching Aids: • Variety of puzzles (Wooden, plastic and paper) in the class room • A big box Teaching Methodology: Period 1 & 2 • The educator will sit along with children and talk about the importance of cleanliness, to arrange the thing systematically to whatever groups it belongs to.
• She will then make a group of 7 each (total 3 groups). • Then she will ask each group to collect particular puzzles i.e. group 1wooden puzzles, group 2-plastic puzzles, group 3-paper puzzles. • Then she will ask them (group) to take the puzzles out of the box. • She will give them a dry rag and ask them to wipe each piece. • Then she will guide them to clean the box in which the puzzles are kept. • They will then put the puzzles back in the box in a nice, organized manner. Period 3 & 4 • This week they will clean the rest of the puzzles. • This time the educator will refrain from giving any instructions. She will observe and allow children to work on their own. • She will pitch in only if it is very necessary.
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Subject: Art & Craft Topic: Colouring of traffic signals
No. of Periods: 4
Fortnight : 7
Learning Outcomes: • Children will be aware of colours of the traffic signal and what does each colour indicate. Teaching Aids: • Drawing book • Crayons ( Red, yellow , green) Teaching Methodology: • The educator will explain on the board the traffic signals and their rules. • The educator will draw the traffic signals on a plain paper and colour the signals and she will also tell the order of the colours that is red, yellow, and green. • She explains that red indicates stop, yellow indicates get ready and green indicates go. • She will then give the drawings books to children in which the traffic signals are already drawn and the children will colour it as per the order of colours explained to them.
Subject : Saturday visit Topic: Balvatika
Fortnight : 7
Learning Outcomes: • Refer to Saturday Visit Fortnight 1 • Will make the children aware of different types of mirror. Teaching Aids: • Balvatika – a place with different types of mirror (convex and concave) as the main attraction Teaching Methodology: • Refer to Saturday Visit Fortnight 1 Note: • The educator should be alert and also discourage children from talking to strangers. The educator should also be alert that strangers do not take photographs of the children.
Pattern Writing – 1 Pattern Writing – 2
Pattern Writing – 3 Pattern Writing – 4
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Subject: GMS Topic: Hopping
No. of Periods: 2
Fortnight : 8
Learning Outcomes: • The children will develop controlled movement of leg and feet. • Will even help to gain body control and balance. Teaching Aids: None Teaching Methodology: • The educator will take the children out to the garden. • She will make 4 rows with equal number of children in each and the children will stand with one arm distance. • Now the educator will demonstrate and instruct the children to follow. • She will lift her legs in air and hop from one place to another. • The children will follow the same. Extended activity: • The educator can make children do this activity in their free play.
Subject: FMS Topic: Rolling roti with clay
No. of Periods: 4
Fortnight : 8
Learning Outcomes: • To develop finger and palm muscles Teaching Aids: • Plasticine clay
• 3 Rolling pans
• 3 Rolling pins
Teaching Methodology: Period 1 • The educator will demonstrate and discuss shape of roti. • She will take small amount of clay and make a ball by rolling it between 2 palms. • Then she will take the ball and press it on the rolling pan and start rolling with the rolling pin and make a roti with the clay. • The educator will ask 3 children to do the activity at a time. She will give clay, rolling pan and rolling pin to the 3 children. Approximately 10 children will do in 1 period. Period 2 • The remaining children will do the activity in the same way in the 2nd period.
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Subject: Circle Time No. of Periods: 4 Topic: Introduction of water animals and pet animals
Fortnight : 8
Learning Outcomes: • Children will be able to recognize water animals as well as pet animals. • They will come to know the different types of animals. Teaching Aids: • Flash cards Teaching Methodology: Period 1 • The educator will sit in the circle with children and ask them to tell the names of some animals. • Then she will tell them we can see some animals live on land and some animals live in water. She will ask them to name some water animals • She will show them the flash cards and tell them the name of particular water animal and also tell its special characteristics. Period 2 • She will pass the flash cards one by one to each child in the circle. • She will ask them some questions relating to water animals. 1. I have 8 legs and I live in sea, tell me who am I? Octopus 2. I am the largest sea animal, tell me who am I? Whale 3. I am very lazy and most dangerous sea animal, tell me who I? Alligator 4. I am known as killer fish and other fishes are frightened of, me tell me who am I? Shark 5. I am a friendly fish and I entertain people and love to take huge dives, tell me who am I? Dolphin Period 3 • She will ask them if they are having any animals at home and will ask do they enjoy their company, do they play with them. • After getting the answers she will explain that these animals such as dog, cat, rabbit, and parrot are called pet animals. • She will show them the flash cards and then pass it to each child and tell them its special characteristics. 1. People use me for riding and racing, tell me who am I? Horse 2. I am one of children’s favourite cartoon character and you can see me chasing Jerry, tell me who am I? Cat 3. I am very faithful to my masters and guard their house, tell me who am I? Dog 4. I am small in size and have red eyes, I am white as snow? Rabbit 5. I pick up words very quick and greet our friends when they come home, tell me who am I? Parrot 6. I am very slow and I have a hard shell on my back, you have read about me in a story, tell me who am I? Tortoise
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Subject: Circle Time Topic: Introduction of months
No. of Periods: 3
Fortnight : 8
Learning Outcomes: • Children will come to know the names of the months of a year and how many months make a year. Teaching Aids: • Flash cards • Chalk • Black board Teaching Methodology: • The educator will sit in the circle with children and ask them which month is going on? Children will give the answer, if not she will tell them. • After getting or saying the answer she will tell them that there are 12 months in a year. • Now she will start saying it aloud from ‘January’ and show them the flash card. Children will also say aloud. Now she will pass the flash card to each child and tell them to repeat the name while passing the flash card. Similarly like this she will introduce all the months. • Then she will make them repeat after her all the names of the months and will make them count with the help of fingers. • She will explain that these 12 months together are called a year. • Then she will ask them which month will come after January and so on. • After that she will ask them which month will come before February. • Same way she will ask for all the months For e.g. Before April March will come like that. Note: Everyday she will ask the children the name of month and will write the date on the board.
Subject: Circle Time No. of Periods: 3 Topic: Silence game –Passing the bell without making noise
Fortnight : 8
Learning Outcomes: • To create awareness or consciousness as to pass the bell without ringing. • To make the children more alert. Teaching Aids: • Bell Teaching Methodology: • The educator will sit in the circle with children. She will explain to them that they have to pass the bell without ringing. • Next she will pass the bell clockwise and it will come back to her. • Same way she will continue the game 2 to 3 times.
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Subject: Rhymes and Songs Topic: Little Miss Muffet / Revision
No. of Periods: 6
Fortnight : 8
Learning Outcomes: • Children will be able to recite a rhyme on their own with action and expression. • They will be aware of new words. • Their comprehension level will improve. Teaching Aids: Rhyme Book - 1. Little Miss Muffet (Pg. 24) Revision Teaching Methodology: • Refer to Rhymes and Songs Fortnight 1 Note: • Revise all earlier rhymes before a new one is introduced. • Devote two periods for each rhyme.
Subject: English No. of Periods: 4 Topic: Recognizing alphabet Pp, Qq, Rr
Fortnight : 8
Learning Outcomes: • Children will be able to recognize the alphabet. • Will be able to give words beginning with that particular alphabet. Teaching Aids: • 6 to 7 objects beginning with the alphabet in a box.(Magic box) • Worksheets- colouring and circling • Board and chalk. • Magic box object: Pp Magic box object - pen, powder, peacock, pan, penguin. 2nd day - paper, parrot, pencil, purse, pillow. 3rd day - plastic, pant, plate, pot, plant. Qq Magic box object - queen, question mark, quill, quilt. 2nd day - queue, quarter. 3rd day - quiz. Rr Magic box object - refrigerator, rolling pan, rolling pin, rhinoceros, rat, rabbit, rocket, root. - rain, red, ribbon, ring, rubber band. 2nd day 3rd day - rock, rainbow, radio, rose. Teaching Methodology: • Refer to Fortnight 1
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Subject: English Topic: Two letter words
No. of Periods: 3
Fortnight : 8
Learning Outcomes: • Children will able to read the two letter words and know the use of the words in a sentence • They will be aware of new words • Their comprehension level will improve. Teaching Aids: • Flash cards • Words : on, of, or, as, is on 1. Keep the books on the table. 2. Write on the black board 3. Stick the drawing on the soft board. 4. Switch on the light. of 1. Tell me the name of the story book. 2.Tell me the name of the school. 3.All the children of Jkg are very good. or 1. Drink milk or tea in the morning. 2. You can go in the sand pit or in the garden to play. 3. Keep the book on the table or on the runner.
as 1. 2. 3. is 1. 2.
You are as sweet as an apple. You are as beautiful as a flower. This dress is as soft as fur.
This is your class room. Brushing your teeth twice a day is a good habit. 3. This is a papaya tree.
Teaching Methodology: • Now they know alphabet till ‘R’, so we can begin with the reading of two lettered words – only the words given above • Before starting 2 letter words the educator will ensure that the children are thorough with alphabets taught till now. • So she will revise the alphabets. • She will write the alphabets on the board and ask any child randomly to recognize the alphabets(turn by turn she will ask all children). • Now she will sit along with the children and orient them that today their teacher will be introducing 2 letter words. • She will instruct them that when we join one alphabet to another a two letter words is formed (for e.g.: am, an, be, go which make sensible meaning. This will also help them to frame simple like. I am a boy. This is an apple. May I go to drink water? I want to be with you. • The educator will introduce a word and say 6 to 8 sentences of the word. For eg: Go to your class. Go and bring the book from shelf Note: The educator will encourage the children to form new sentences. She will use same method to introduce all two letter words.
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Subject: English Topic: Pattern writing.
No. of Periods: 1
Fortnight : 8
Learning Outcomes: Refer to Fortnight 7 Teaching Aids: • Blackboard, chalk • Pattern writing worksheet 5, 6 Teaching Methodology: Refer to Fortnight 7
Subject: Maths Topic: Introduction of Zero
No. of Periods: 8
Fortnight : 8
Learning Outcomes: • To know the number zero and its meaning that it has no value. Teaching Aids: • Flash cards / puppets related to the characters in the story. • Board • Chalk • Worksheet: 24,43,46 Teaching Methodology: Period 1 • Draw a rat on the board with seven tails then say the following story-- Once upon a time there was a rat with seven tails. He went to school to study. His friends started teasing him rat with seven tails. He started crying and told to his mother about it. His mother cut his 1 tail so now the mouse had 6 tails. Next day he again went to school. Again his friends started teasing him rat with 6 tails. Again he started crying and told his mother. It continued till his all six tails were cut. Now when he got one tail his friends said now rat with 1 tail. At last his mother cut his last tail too. Now rat with zero tail that means rat with no tail. When we draw rat with seven tails rub a tail every time. Period 2 Spindle box - Objective
• It provides practice in associating quantity and symbol. • It helps in the introduction of zero. • While the child puts up spindles in each compartment, she learns to be systematic. Material • Spindle box is used for the introduction of zero as well as matching quantity and symbol. That is real and unreal numbers. There are two boxes 0 to 4 and another with numerals 5 to 9 printed in each compartments. There is another small box with 45 spindles (sum of numbers 0 to 9) in it. Demonstration • Once the children are aware of the counting rods and numerals, matching of the spindles can be done with the numerals. That is matching of quantity and symbol. Putting the two boxes in a straight line, 0 to 9 numbers appear in as line. Begin with numerals 1, take one spindle and counting it again place it in the compartment with numeral 1. Similarly match the spindle and numerals up to 9. When this gets over, all the spindles are used up. ‘Why is not any spindle placed in the compartment with symbol ‘0’ ? It can be explained saying there is not any spindle left and hence no spindle is placed over there. Then name the symbol ‘0’ and say, “this is zero, zero means nothing, null, void etc” Explain in the language the child understands, thus zero can be introduced using the spindle box.
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Activity • Allow the children to understand the same practically, by matching quantity and symbols. While repeating the same practically she also remembers that zero means nothing or no quantity. Control of error • It is self corrective. There are exactly 45 spindles in the box. If the child puts more or less numbers of spindles in either of the compartments, there will be either less or more than 9 spindles while putting in the compartment with the numeral 9. Thus it is self corrective Subject: Story Telling Topic: 1. Kathy and the Time Machine.
No. of Periods: 6
Fortnight : 8
Learning Outcomes: • Children will be able to comprehend a story. • Will know that there is a sequence in a story. • Will be able to narrate the story. • Will enhance their vocabulary. Teaching Aids: • Flash cards / puppets related to the characters in the story. • The story book with big pictures. 1. Kathy and the Time Machine. Teaching Methodology: • Refer to Story Telling Fortnight 1 Note: • Use simple sentences and remember children love listening to same story again and again enact it as if you are saying it for the first time. • All stories need not have a moral-so do not always question “So what did you learn?” Kathy and the Time Machine Kathy was on her way to school. She was very excited, because there was a magic show in the school that day. The school auditorium was packed. “ Oh! All my friends are already there.” Kathy giggled. Soon the show began. The magician came and bowed before the crowd, “Good morning to you all,” he said. The magician started playing his tricks from a student’s mouth. All the children clapped. Next, the magician brought a funny looking gadget. He said, “This is a Time Machine. I want someone to come and get inside it.” “ I want to volunteer,” said Kathy, raising her hand. “Then come on!” called out the magician. Kathy nervously got inside the metal box. ‘ this is going to be very adventurous,’ she thought. The magician pressed some buttons. Kathy found herself spinning inside. When Kathy stepped out of the Time Machine, she found herself in ancient times. ‘These are real Knights,’ she thought in wonder. There were also many castles. “Wow!” said Kathy, happily. Suddenly, a dragon attacked Kathy from behind. “Eeeaah! Someone help,” cried Kathy.
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Kathy quickly jumped into the Time Machine. ‘I had better get away from here,’ said Kathy to herself. This time, Kathy was sent to future. “Hey, the cars are flying!” she cried. And she had a difficult time avoiding the flying cars. ‘ I think I am not ready for future,’ decided Kathy and got into the Time Machine again. Now, when she stepped out, Kathy was back in her school. “Welcome her back!” said the magician. There was a loud applause. Kathy never had so much fun in her life.
Subject: Science & Geo Topic: Germination.
No. of Periods: 2
Fortnight : 8
Learning Outcomes: • Children will come to know how the plants grow. Teaching Aids: • Moong (whole) • Soil • Water • Earthen pot Teaching Methodology: Period 1 • The educator will ask children to sit in a circle. She will begin by showing different kinds of seeds and discuss them. • She will show how a plant emerges from a seed. She will show them sprouted moong and discuss the importance of soil, sunlight, air and water. Period 2 • The educator will ask the children to bring moong and earthen pots. • She will soak the moong for 1 day. Period 3 • Educator will ask the children to bring soil and water. • Now the educator will demonstrate and the child will follow. She will take soil and put it in the earthen pot. • Now she will put few of the moong and again she will put some soil on it and sprinkle some water on top of it and then place it in sunlight • Educator will talk about the changes that take place every day. • She will explain to the children that the plants and shrubs should not be uprooted or plucked, just for fun. She will talk about the importance of trees and plants. • She can also explain Trees give us shade. We play under and on the trees. Trees give us fruits. Many trees are used to make medicines and so on. Note: Children should neither sow more quantity of moong (otherwise it will not get enough place to grow) nor pour water in large quantity (as it may spoil the root of the plant).The educator should explain anything in excess is harmful.
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Subject: Science & Geo No. of Periods: 1 Topic: Revision Revision for reinforcement of animals done in circle time.
Fortnight : 8
Subject: Science & Geo No. of Periods: 1 Topic: Floating and sinking (Experiment)
Fortnight : 8
Learning Outcomes: • Will learn the concept of heavy and light in relation to water. Teaching Aids: • Heavy objects: stone, key • Light objects: quill, leaf, paper Teaching Methodology: • First she will collect the heavy and light objects and a big glass container filled with water. • She will start with the light objects like quill, leaf, paper, etc., so all these objects will float. She will emphasize on the word float. • Then she will take the heavy objects like stone, key, coin, etc. and put in the water. As these objects are heavy, so they will sink. She will again emphasize on the word sink. • Then the educator will explain the concept of floating and sinking by explaining heavy objects sink and light objects float. • She will ask why they think it happens and allow them to answer. • The educator will make the children repeat the objects which sink and which float.
Note: The educator must also encourage the children to go home and do the experiment with various vegetables like, potato, onions, tomato, etc. and give their observation of float and sink.
Subject: Block Room Topic: Rainbow
No. of Periods: 6
Fortnight : 8
Learning Outcomes: • Learn the rainbow colours and can trust and make their own rainbow. VIBGYOR
• Will know early Mathematical concepts-counting, addition, subtraction etc • Will find the balance point and the simple arches will always seduce with their new combination of colour and sounds. Teaching aid: 9 arches of Rainbow colours which can fit in each perfectly Methodology: • The educator will make the children sit in a circle and demonstrate. • She will take the box and take out the arches and place in front of the children. • She will count and show number of arches and keep the arches one above other and the balance point. • Then she will make some patterns with different colours. • She will count and show the children how to wind up. • Children will then do some pattern like flower, bridge etc and try to bring out their creativity. Note: This also can be used at low or base level when some concepts are taught to the small children.
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Subject: PLS Topic: Wearing shoes and socks
No. of Periods: 4
Fortnight : 8
Learning Outcomes: • To make children independent Teaching Aids: • Shoes with laces. • Socks (two days before the activity the educator will send a note to the parents to make children wear laced shoes and socks while coming to the school for one week). Teaching Methodology: • The educator will 1st sit with the children in a circle and give demonstration of wearing socks and shoes and how to tie the lace. • She will guide the children to do the activity. Note: This activity will be taken after Diwali vacation as during rainy season we prefer children not to wear shoes and socks and to wear some comfortable foot wear.
Subject: Art & Craft Topic: Cotton dabbing
No. of Periods: 4
Fortnight : 8
Learning Outcomes: • Development of fine motor skills. • Children will learn new art activity. Teaching Aids: • Cotton, Powder Colour, Outline of duck. Teaching Methodology: • Educator will mix powder colour, water and a few drops of fevicol to form a smooth paste in front of children. • She will then demonstrate how to dip the cotton in the colour and then dab in the outline of duck. • The children will follow the same. Subject : Saturday Visit Fortnight : 8 Topic: Post Office Learning Outcomes: • Refer to Saturday Visit Fortnight 1 • Will make the children aware of how the sorting of letters is done, how they are sent to different places, what the different coloured post boxes are for etc.
• The children will learn how to buy a post-card. Teaching Aids: • Post Office Teaching Methodology: • Refer to Saturday Visit Fortnight 1 Note: The educator should be alert and also discourage children from talking to strangers. The educator should also be alert that strangers do not take photographs of the children.
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Teaching Learning Materials Used In this Fortnight
Fortnight : 8 – FMS - Rolling Roti
Fortnight : 8 – Science & Geography – Germination
Fortnight : 8 – Block Room – Rainbow
Fortnight : 8 – Math’s – Spindle Box
Pattern Writing – 5
Pattern Writing – 6
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Subject: GMS Topic: Rolling on the lawn
No. of Periods: 2
Fortnight : 9
Learning Outcomes: • Fun activity. • Learns to get adjusted towards the environment. Teaching Aids: • Lush green lawn. Teaching Methodology: • The educator will take the children to the garden. • She will make them to lie down on the lawn. • Now she will tell them to roll their body on the lawn. Note: The children can do this fun activity in their free play timing. Subject: FMS Topic: Sticking and removing
No. of Periods: 4
Fortnight : 9
Learning Outcomes: • To develop finger and palm muscles. Teaching Aids: • Plasticine clay. • Pieces of chalk. • Pieces of crayons. • Few beads. • Pieces of eraser. Teaching Methodology: • The educator will demonstrate. • The educator will take a big ball of clay and insert object like beads, small pieces of chalk and small pieces of eraser in it. She has to do it in absence of children. • The educator will divide the children into 2 equal groups. • She will give the clay ball to 1 child at a time. The child has to feel, dig and search for the things in the clay ball and take it out. • Each child will take turn. Subject: Circle Time Topic: Sense of hearing
No. of Periods: 3
Fortnight : 9
Learning Outcomes: • To sharpen their auditory skills. Teaching Aids: • Musical instruments such as rattle, tambourine etc. Teaching Methodology: • The educator will sit in the circle with children in the class or outside in the campus. • She will tell them to close their eyes and listen the sound from surrounding. And ask them what did they hear? • Then educator will keep a box of musical instruments ready. • Then she will ask the children to close their eyes. • The educator will ring the various musical instruments and will ask them to identify the different sounds of the instruments.
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Subject: Circle Time Topic: Role play by children
No. of Periods: 4
Fortnight : 9
Learning Outcomes: • Fun game. • To develop creativity and thinking. Teaching Aids: None Teaching Methodology: Period 1 • The educator will sit in the circle with children. • She will explain to them that they can choose any one such as their mother, father, grandfather, friend etc and they have to enact like the character selected by them. • She will give example such as ‘what does your mother tell to wake you up in the morning.’ • She further adds that you have to enact or imitate how your mother talks or behaves. • Then she divides the children into 2 groups. • Each child enacts turn by turn from the 1st group. Period 2 • The remaining children also perform the same way. • The educator will observe them and encourage them. Note: The educators will establish the rule of no laughing or making fun of others. Subject: Circle Time Topic: Sense of sight
No. of Periods: 3
Fortnight : 9
Learning Outcomes: • Will sharpen their visual skills. Teaching Aids: None Teaching Methodology: • The educator will take the class outside in the lawn and will ask them to shut their eyes. She will then ask them can you see? Now with your eyes closed, walk without banging into each other. • Is it possible to walk with our eyes closes? Can you see the bird flying? Can you see the big name tree? No. This shows that we see things with our eyes. Eyes are the most vital part of our body. • The educator will go on to say that how we should take care and protect our eyes, as eyes are most sensitive and we must not put or poke sharp objects in our eyes.
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Subject: Rhymes & Songs Topic: A Caterpillar / sIq
No. of Periods: 6
Fortnight : 9
Learning Outcomes: • Refer to Rhymes and Songs Fortnight 1 • Children will be able to recite a rhyme on their own with action and expression. • They will be aware of new words. • Their comprehension level will improve. Teaching Aids: • Rhyme Book - 1. A Caterpillar (Pg. 14) 2. sIq (Pg. 31) Teaching Methodology: • Refer to Rhymes and Songs Fortnight 1 Note: • Revise all earlier rhymes before a new one is introduced. • Devote two periods for each rhyme. Subject: English No. of Periods: 4 Fortnight : 9 Topic: Recognizing alphabet Ss, Tt, Uu Learning Outcomes: • Children will be able to recognize the alphabet. • Will be able to give words beginning with alphabet. Teaching Aids: • 6 to 7 objects beginning with the alphabet in a box. • Worksheets- colouring and circling • Board and chalk. • Magic box objects Ss Magic box object - sun, slate, socks. shoes, spoon, scissor, shell, sponge, soap, sparrow. 2nd day - soap dish, swing slide, snake, scooter. 3rd day - ship, star, spider, sand. Tt Magic box object - train, tractor, tap, teddy, top, telephone, tiger, toothpaste, trumpet. 2nd day - table, toy, tomato, ten. 3rd day - tent, tub, teeth, tail.
Uu Magic box object - urn, umbrella. 2nd day - uniform, umpire, up. 3rd Day - under, uncle, understand Teaching Methodology: • Refer to Fortnight 1
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Subject: English Topic: Pattern writing.
No. of Periods: 1
Fortnight : 9
Learning Outcomes: Refer to Fortnight 7 Teaching Aids: • Blackboard, chalk • Pattern writing worksheet 7, 8 Teaching Methodology: Refer to Fortnight 7
Subject: Maths Topic: Introduction of 10
No. of Periods: 8
Fortnight : 9
No. of Periods: 6
Fortnight : 9
Refer to Fortnight 1 Worksheets: 21, 22, 23, 25, 34
Subject: Story Telling Topic: 1. The Fisherman and the Genie
Learning Outcomes: • Refer to storytelling Fortnight 1 • Children will be able to comprehend a story. • Will know that there is a sequence in a story. • Will be able to narrate the story. • Will enhance their vocabulary. Teaching Aids : • Flash cards / puppets related to the characters in the story. • The story book with big pictures. 1. The Fisherman and the Genie Teaching Methodology: • Refer to Story Telling Fortnight 1 Note: • Use simple sentences and remember children love listening to same story again and again enact it as if you are saying it for the first time. • All stories need not have a moral- so do not always stress on the question “ So what did you learn?”
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The fisherman and the Genie Long ago, there lived a poor fisherman. One day , he threw his net into the sea. But even after a long wait, he could not catch any fish. “Oh, I think I will have to return barehanded today “thought the fisherman. He waited for some more time. When the net came , the fisherman was filled with surprise. Instead of a huge fish, as he had hoped, he caught a big metal jar. The fisherman took the jar in his hand and found it to be very heavy. It’s lid was tightly closed. Getting curious, the fisherman opened the lid of the jar. At once, thick smoke gushed out of it. And then, there was a mighty laughter. A ferocious creature emerged out of the smoke. He stared at the fisherman and said, “I am a genie.” Then the genie said, “I am very hungry. Get ready to become my food,” As soon as the fisherman heard this, he was very scared. Mustering some courage, he asked, “O Genie? What wrong have I done? Why do you want to kill me? The genie growled. He began to hover above the fisherman’s head, and said “Don’t ask me silly questions, O fisherman! I don’t have time to argue. I am bound by an curse. I have to kill the first human I see. So, I can’t spare you.” Now, the fisherman knew he could not defeat the genie in strength , and it was no point begging before him for mercy. So, he decided to trick the genie. “Alright, you can eat me up,” said the fisherman, “ But first , you will have to answer a question.” “What is your question?” asked the genie. The fisherman said, “You are so huge in size . Then how did you fit in this small jar?” “Ha Ha…! We Genies can transform to any shape as large as mountain or as tiny as ant,” boasted the genie. “That is difficult to believe!” the fisherman said, “ I cannot accept your might until I happen to see it with my own eyes” Now, the foolish genie curled and whirled in the air and squeezed himself into the jar. And that was what the fisherman wanted. In no time the genie was completely inside the jar. “There goes the foolish fellow!” thought the fisherman. He quickly picked up the lid and closed the jar. He then took a deep breath of relief and threw the jar back into the sea.
Subject: Science & Geo Topic: Revision Revise topics done till Fortnight 8
No. of Periods: 4
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Fortnight : 9
Subject: Block room Topic: Vipella 1
No. of Periods: 6
Fortnight : 9
Learning Outcomes: • Helps to develop imagination and creativity among small children and gives infinite possibilities to their imagination. • Revision of shapes, counting etc- Maths concepts. Teaching Aids: • Wooden blocks of rectangle-12 pieces, square-8 pieces. Red, blue, green and yellow coloured blocks i.e., rectangle-3 and square-2 of each colour Teaching Methodology: • The teacher will make the children to sit in a circle and she will demonstrate. • She will show the shapes, square and the rectangle. She will show the corners, edges and surfaces of square and rectangles. • She will also count and show the number of rectangles and square, she will also show that two squares make one rectangles.(concept of fraction) • She will use the blocks and make some buildings, sofas, chairs etc. • The children will learn these things visually and will come out with their endless patterns and creations. Note: The educator will also show how to wind up, i.e. keep the three blue rectangles and two blue squares at one corner, then red, yellow and green blocks in the other three corners Subject: PLS No. of Periods: 2 Fortnight : 9 Topic: Brushing teeth Learning Outcomes: • The children will learn the importance of hygiene. Teaching Aids: • Toothbrush • Toothpaste Teaching Methodology: • The educator will ask the children to bring their own tooth brushes and she will bring the toothpaste. • She will take them to the wash basin for this activity. • She will then demonstrate how to brush. First the children will wet their brush and apply small amount of toothpaste. • Then she will instruct them to move the brush up and down on the front teeth and in the same way move the brush thoroughly in and out of the mouth. Then rinse the mouth thoroughly. • Then she will call 2 children at a time and take them to brush their teeth. Note: The educator will instruct them to move the brush softly and not to use too much of pressure while brushing.
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Subject : PLS Topic: Scooping of grains
No. of Periods: 2
Fortnight : 9
Learning Outcomes: • It will enhance eye - hand co-ordination. • Fine motor skills will be developed. • It will help to control hand movements. Teaching Aids: • 1 tray • 2 soup bowls • 1 soup spoon • Mixed grains. Teaching Methodology: • The Educator will sit in a circle with the children. • She will demonstrate to the children how to do the activity. • She will not speak a single word while demonstrating. • She will take a mat and spread it on floor. • She will take a tray, a spoon, a bowl having mixed grains and other bowl. Then she will sit on the mat with tray. • She will hold the spoon with two fingers and thumb (i.e. index finger, tall finger and thumb.) • Educator will start transferring grains with spoon to another bowl without spilling outside till the bowl will completely empty. • Then she will keep the tray back at its place. • After keeping the tray back at its place she will come to her place and roll the mat and then she will keep the mat at its place. • After demonstration she will allow each child to do this activity. Note: • Children will do this activity till they get familiar to it. • Encourage the child if she does it properly. Subject: Art & craft Topic: Woolen activity
No. of Periods: 4
Fortnight : 9
Learning Outcomes: • Development of fine motor skills. • Children will learn new medium for art activity i.e. (woolen) Teaching Aids: • Outline of lollipop or any shape. • Fevicol. • Woolen thread of any 2 colours. Teaching Methodology: • Educator will first demonstrate how to apply fevicol inside the lollipop. • Educator will then take a woolen thread of any colour. • Educator will then stick the thread in the centre of lollipop and keep on pasting it in circular pattern up to the end of the lollipop. • Then she will cut 3 threads of equal size of any colour and paste it on the stick of the lollipop. Note: The children will follow step by step as per the instructions given to them.
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Subject : Saturday Visit Topic: Gandhi Ashram
Fortnight : 9
Learning Outcomes: • Refer to Saturday Visit Fortnight 1 • Will make the children aware of the place where Gandhiji lived when he was in Ahmedabad and life of Gandhiji. Teaching Aids: • Gandhi Ashram - Ahmedabad Teaching Methodology: • Refer to Saturday Visit Fortnight 1 Note: • The educator should be alert and also discourage children from talking to strangers. • The educator should also be alert that strangers do not take photographs of the children. Teaching Learning Materials Used In this Fortnight
Fortnight : 9 – Art & Craft – Wool-Activity
Fortnight : 9 – Block Room – Vipella Block – 1
Pattern Writing – 7
Pattern Writing – 8
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Subject: GMS Topic: Walking on pebbles
No. of Periods: 2
Fortnight : 10
Learning Outcomes: • Children will develop controlled body movement while walking on pebbles. • They will develop coordinated movement between their legs. Teaching Aids: • A path with rounded pebbles – around 10ft long and 4ft wide Teaching Methodology: • Before going for this activity the educator will ask the children to remove their shoes and socks. • Now she will ask them to form a line. • She will take them to pebble pit and ask them to walk on pebbles one by one. Note: As the pebbles are rounded children will find it a little difficult to walk so educator should motivate and encourage even slight achievements. Subject: FMS Topic: Sorting object game
No. of Periods: 4
Fortnight : 10
Learning Outcomes: • Develops fine motor skill. • Enhances children’s ability to sort objects according to their characteristics. Teaching Aids: • Seeds • Pulses • Flowers • Stones Teaching Methodology: Period 1 • The educator will collect all the materials mentioned in the teaching aid in large amounts and put it in 2 to 3 boxes and will mix them. • Educator will demonstrate how to separate the like objects. • She will divide the children into 4 groups having 5 children in each group. Then she will give the 1st two group the box of mixed objects. Then she will ask them to sort out the like objects according to their characteristics • She will monitor the children and take care that they are sorting the objects accordingly. Period 2 • In the next period the remaining two groups will do the same activity. Extended activity: • She will put these mixed boxes in the class at a reachable place so that children can do the activity during their free time. Note: Educator should be consistent with the children. She should see that all children do the activity.
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Subject: Circle Time Topic: Introduction of flowers
No. of Periods: 3
Fortnight : 10
Learning Outcomes: • Children will learn about the different flowers. Teaching Aids: • Flowers available during this season (do not pluck – collect fallen ones) • Chart of flowers • Flash cards of flowers Teaching Methodology: Period 1 • The educator will tell the children to observe flowers during the outdoor free play. • The educator will sit in the circle with the children. • She will pass the flash cards of some common flowers to the children and she will tell the name of flowers. • Same way she will pass some collected flowers like Rose, Champa etc. • She will ask the children the question related to flowers. Like- what is the name of this flower? How does it smell? What is its colour? and so on. Period 2 • She will ask the following questions. 1. Which is our national flower? Lotus 2. Which flowers have fragrance? Rose, Jasmine , Mogra, Champa 3. Which flower always faces the sun? Sun flower 4. Which flowers grow only in water? Lotus and Lily • She will encourage children to think and answer, will give clues and will also encourage discussion. Note: It is best to do this activity in the garden. Subject: Circle Time Topic: Introduction of birds
No. of Periods: 3
Fortnight : 10
Learning Outcomes: • Children will be able to recognize the different types of birds.. Teaching Aids: • Chart of birds • Flash cards of birds Teaching Methodology: • The day before educator will take the children outside the class and they will go around the whole school campus to find what different kinds of birds come in the school campus. • She will ask the children to sit in a circle. She will first ask children to name the birds they had seen the previous day. She will pass the flash cards of some common birds and ask the children the names of the birds, if the children are not be able to give the answer then she will say the name of the bird, and also will make children to repeat the name..
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• She will tell them small facts related to birds – the owl sleeps during the day, the bat hangs upside down while resting etc. • She will ask the riddles. 1. Which is a night bird? Owl 2. Which birds swim in water? Swans, Duck, Penguins. 3. Which bird is call the singing bird? Cuckoo 4. Which is our national bird? Peacock 5. Name two birds that cannot fly. Emu and Ostrich 6. Which birds gives us eggs? Hen and Duck Subject: Circle Time No. of Periods: 2 Fortnight : 10 Topic: Revision of months Educator will revise all the names of the months and she will play different games with flash cards. Subject: Circle Time No. of Periods: 2 Fortnight : 10 Topic: Fly birdie fly game Learning Outcomes: • Will be able to understand the meaning of up and down. • Will increase the concentration level. • They will also come to know which species of the animal kingdom can fly. Teaching Aids: None Teaching Methodology: • The educator will ask the children to stand in a circle. • She will explain the game fly birdie fly by saying that she will say, ‘fly birdie fly ……sparrow’ then children will have to flap their hands like wings because sparrow flies up in the air. If she will say, ‘fly birdie fly ………lion’. Then they will not flap their hands like wings because a lion can’t fly up in the air, it walks on the land. • She can also include insects which fly. • Then she will give a chance to the children to lead the game. Subject: Rhymes & Songs No. of Periods: 6 Fortnight : 10 Topic: igntI gIt / Wee Willie Winkie / Song – Old MacDonald
Learning Outcomes: • Children will be able to recite a rhyme on their own with action and expression. • They will be aware of new words. • Their comprehension level will improve. Teaching Aids: • Rhyme Book - 1. igntI gIt (Pg. 33) 2. Wee Willie Winkie (Pg. 33) Song – Old Mac Donald Teaching Methodology: • Refer to Rhymes and Songs Fortnight 1
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Old Mac Donald Old Mac Donald had a farm E-I-E-I-O And on his farm he had a cow, E-I-E-I-O With a moo-moo here, with a moo-moo there Here moo, there moo Everywhere moo-moo Old Mac Donald had a farm E-I-E-I-O Old Mac Donald had a farm E-I-E-I-O And on his farm he had a pig, E-I-E-I-O With a grunt-grunt here, with a grunt-grunt there Here grunt, there grunt Everywhere grunt-grunt Old Mac Donald had a farm E-I-E-I-O Old Mac Donald had a farm E-I-E-I-O And on his farm he had a horse, E-I-E-I-O With a neigh-neigh here, with a neigh-neigh there Here neigh, there neigh Everywhere neigh-neigh Old Mac Donald had a farm E-I-E-I-O Note: • Revise all earlier rhymes before a new one is introduced. • Devote 2 periods for each rhyme. Subject: English No. of Periods: 4 Topic: Recognizing alphabet Vv, Ww, Xx
Fortnight : 10
Learning Outcomes: • Children will be able to recognize the alphabet. • Will be able to give words beginning with alphabet. Teaching Aids: • 6 to 7 objects beginning with the alphabet in a box. • Worksheets- colouring and circling • Board and chalk. • Magic box objects Vv Magic box object - volley ball, violin, village, vase, Vicks. 2nd day - van, vegetable. 3rd day -vulture Ww Magic box object – wool, wheel, wire, wood, well. - water, window, whistle. 2nd day 3rd day -wall, watch. Xx Magic box object – x-ray, x-mas tree, xylophone. Teaching Methodology: • Refer to Fortnight 1
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Subject: English Topic: Two letter words
No. of Periods: 3
Fortnight : 10
Learning Outcomes: • Children will be able to read the two letter words and know the use of the words in a sentence. • They will be aware of new words. • Their comprehension level will improve. Teaching Aids: • Flash cards • Black board • Words: so, to, at, it, in so 1. You are late so you will not attend the class. 2. We are going outside so get ready. 3. We are getting late, so hurry up. 4. I am so tired. to 1. I want to drink water. 2. I want to play with clay. 3. I want to sit on the chair. at 1. Look at the clock. 2. Look at the black board. 3. Go and stand at the door.
4. I go to school at 8 o’clock. it 1. It is very hot today. 2. Keep it on the table. 3. It is raining heavily. 4. It is very cold today. in 1. Keep the books in the shelf. 2. Keep the puzzles in the cupboard. 3. Stand in a line. 4. Put the communication page in the bag.
Teaching Methodology: Refer Fortnight 8 Note: The educator will encourage the children to form new sentences. She will use same method to introduce all two letter words. Subject: English Topic: Pattern writing.
No. of Periods: 1
Learning Outcomes: Refer to Fortnight 7 Teaching Aids: • Blackboard, chalk • Pattern writing worksheet 9, 10, 11. Teaching Methodology: Refer to Fortnight 7
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Fortnight : 10
Subject: Maths Topic: Backward counting
No. of Periods: 4
Fortnight : 10
Learning Outcomes: • Will learn the concept of forward and backward counting. • Will learn to sequence. • Will increase their concentration level. Teaching Aids: • Placards 1 to 10 Teaching Methodology: Period 1 • The educator will bring the children out of the class to the corridor or to the garden. • She will ask them to stand in a line. She will walk 10 steps forward with the counts starting from 1 to 10. • Then she will say that ‘now Ma’am wants to come back, so she will start walking backwards with the counts starting from 10…9….8…. to 1.’ • Now she will ask the children to do the same as demonstrated. Period 2 • The educator will keep 10 placards ready with the numbers 1 to 10. Then she will call 10 children and will give 1 placard to each one of them to hold. • Then she will ask them to stand in sequence starting from 1 to 10. Then she will count backward starting from 10 …9… 8… till 1. • Then she will ask few children to come up one by one and count backwards. • This activity will be done till every child gets a chance to count backwards. Period 3 • The educator will call the next 10 children to stand in a line and will give them the placards. Then she will shuffle the children who are standing in the line. Then she will call out any child to sequence the children standing with placards from 10 to 1. • This activity will continue till every child gets a chance to do backward counting.
Subject: Maths Topic: Revision
No. of Periods: 4
Fortnight : 10
Revision of: • Pre math concepts: tall – short, light – heavy, big – small • Counting Subject: Story Telling Topic: Revision
No. of Periods: 6
Revision of few stories and tell the children to tell stories.
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Fortnight : 10
Subject: Science & Geo Topic: First aid
No. of Periods: 4
Fortnight : 10
Learning Outcomes: • Enhances general awareness and first aid knowledge. Teaching Aids: • First aid box Teaching Methodology: Period 1 • The educator will ask the children to sit in a circle. She will ask the children what is a hospital? And what do they know about it? • Now the educator will explain when and why do we get admitted to the hospital with the help of pictures. • She will also explain who works in the hospital and the things seen in the hospital. Period 2 • The educator will bring a first aid box and will show each and everything that is in the box and tell them what it is called. • She will explain why do we need them and when do we need a first aid box. • If someone falls down while playing or meets with an accident we need this box to give immediate medication, so it is temporary medication before a person is taken to the hospital. Note: The children should be aware of the things in first aid box. They will feel, touch and see each item.
Subject: Block Room Topic: Gift 3
No. of Periods: 3
Fortnight : 10
Learning Outcomes: • Develops finger muscles. • Learns sorting, counting, fractions (parts of whole) Teaching Aids: Mat • 8 wooden cubes, 1inch x 1inch x1inch in size, Teaching Methodology: Period 1 • The educator will make the children sit around in a circle • She will take the mat, Gift box and the pattern sheets and show them. [Patterns sheets and Mat format attached Pg. 683 & 684] • She will first show the children how to open and close the box. • Slide the lid and take out the lid, turn it upside down (i.e. label facing down), now cover the box. • She will then invert the box, invert the box by holding the lid with fingers, on the mat (in one corner of the mat) • She will now slide out the lid slowly and keep it aside. She will now lift the box upwards slowly and keep it aside. The 8 pieces will be there in the form of a cube on the mat.
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• She will then count the cubes and place them next to each other in a line on the mat. • She will then count the faces, edges and corners of the cube. (6, 12 and 8 respectively) and show them. • Then she will put back all the cubes in the form of a cube in one corner of the mat.
• She will put the box over the cube and then show them how to wind up. • Hold the box with the left hand and with the right hand lift the mat slightly so that all the cubes go inside the box. • Then she will show and tell them to follow this method of opening and closing always. Period 2 • She will take the mat and the sheets and also the box and open it according to the procedure. • She will start with the cube (she will use only the thumb, index and middle finger to move the cubes) and progress one cube at a time – changing and evolving a design. Once the design is made, the child will make the cube again at the corner of the mat. This will promote the logical and orderly idea in a child’s mind. • She will show few patterns and then tell the children to work with the Gift. • The educator should follow the child’s invention and not tell what to do with the cubes. Note: • Few classes should be taken only for opening and closing of the box. • While working with the gift, they have to use only the thumb, pointer and the middle finger (Tripod grip) • The educator can initially make the children to keep the left hand at the back and tell them to use only the right hand finger that is used for writing or vice-versa depending on which hand the child is comfortable with.
Subject: Block Room Topic: Constructive blocks - Basket
No. of Periods: 3
Fortnight : 10
Learning Outcomes: • To develop reasoning and logical skills. • To develop concentration and creative ideas. • To learn sharing the ideas among the peer group. • To develop finger muscles and eye hand co-ordination. Teaching Aids: • 62 wooden pieces (cylinders thickness of 2 ¾” diameter x 5 1/2 ” and 1 3/8” Diameter x 5 ½” of 2 and 4 in numbers respectively , Ramp 2 ¾”x 5 ½” x 1 3/8” of 2 in numbers, curve 2 ¾” x 5 ½” x 1 3/8 of 4 in number, Arch 2 ¾” x 5 ½” x 1 3/6” of 2 in numbers, pillar 1 3/8” x 5 ½” x 1 3/8” x 1 3/8” of 8 in numbers, Triangle 2 ¾” x 5 ½” x 1 3/8” of 8 in numbers, triangle of 2 ¾” x 2 ¾” x 1 3/8 of 8 in numbers, Rectangle 2 3/4” x 11” x 1 3/8of 8 in numbers, rectangle of 2 ¾” x 5 ½” x 1 3/8” of 8 in numbers and square of 2 ¾” x 2 ¾” x 1 3/8” of 8 in numbers. Total-62 wooden Blocks)
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Teaching Methodology: • The teacher will make the children sit in a circle and will demonstrate. • The educator will show the different shapes of the blocks and will revise the shapes. She will also name the shapes they have not learnt before like curve, ramp etc. • Then she can construct towers, houses, bridges, zoo, school etc using the different shapes of the blocks. • She will show how to arrange the blocks in the basket and keep it in its place. • Then the children will do as demonstrated and they come out with various amazing structures. • The educator will then show them how to wind up and arrange the basket. Note: • The educator should call 2-3 children separately for 5-10 minutes during each block room period and teach them how to arrange. • Initially if the arranging is taught the children and educator will not waste the time while winding up.
Subject: PLS Topic: Diwali cleaning
No. of Periods: 4
Fortnight : 10
Learning Outcomes: • To make the children understand the importance of cleanliness of their surroundings • Will learn to keep back the things in the same place after using. Teaching Aids: • Broom, A cloth for dusting and dust pan. Teaching Methodology: • The teacher will make them to sit in a circle and start discussing about how to keep things clean at home and school. • She will ask “What should we do as Diwali is arriving?” and listen to the answers. • She will then explain the following things: • As we decorate our house, your room, your toys, your study table, and on Diwali day it is believed that Lord Rama, Sita and Laxman comes back home after 14 years, so we have to keep our house, school and surroundings clean. In school also, you should clean your tables, chairs, bookshelves, etc. and keep both the school and your home clean and welcome the festival in a happy and joyful mood. • Then she will question them with the things that she has explained to make them aware and remember the things that should be followed throughout their life in welcoming Diwali – ‘The festival of Lights’. Note: Stories related to Diwali, story about Rama and the story of Ramayan in bits / in small stories can be narrated to the children.
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Subject: Art & Craft Topic: Paper Bag
No. of Periods: 4
Fortnight : 10
Learning Outcomes: • Children will learn a new art activity which is creative and can be used for daily purpose. Teaching Aids: • Chart paper – A3 size • Fevicol • Woolen thread • Decorative material (sequins multi-coloured) Teaching Methodology: • The educator will first take a chart paper according to the mentioned size and also give 1 to each child. • She will then demonstrate-how to fold the chart paper into half. • Then the children will follow. • She will then demonstrate how to fold the two open side of the chart paper (1/2 inches) • Then the children will follow the same. • She will then staple the paper bag on the folded area on both the sides. • She will then make holes on the upper side of the paper bag. So that the woolen thread can be tied. • Then she will demonstrate how to tie the woolen thread and decorate it with multicoloured sequins. • Then the children will follow. • Their paper bag is ready. They can use it to carry their creative drawings and art works. Subject : Saturday Visit Topic: Traffic Park
Fortnight : 10
Learning Outcomes: • Refer to Saturday Visit Fortnight 1 • Will make the children aware of traffic rules and regulation. Teaching Aids: • Traffic Park Teaching Methodology: • Refer to Saturday Visit Fortnight 1 Note: • The educator should be alert and also discourage children from talking to strangers. • The educator should also be alert that strangers do not take photographs of the children
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Teaching Learning Materials Used In this Fortnight
Fortnight : 10 – Block Room – Froebel’s Gift No. 3
Pattern Writing – 9
Fortnight : 10 – Art & Craft – Paper Bag
Pattern Writing – 10
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Pattern Writing – 11
Subject: GMS Topic: Climbing on the net
No. of Periods: 2
Fortnight : 11
Learning Outcomes: • Develops muscular strength, finger muscles, which will help the children to get a firm grip in writing, drawing and doing other practical things. • Develops eye-hand and leg co- ordination. Teaching Aids: • A big and strong rope net tied between trees or between two strong poles above a sand pit. Teaching Methodology: • The educator will make the children stand around the sand pit. • Then the educator will demonstrate by putting one leg between the gap in the net and the hands should be stretched out to hold the net. • Then she will put the other leg and keep it above the first leg between the gaps in the net. • Then she will move upwards by moving the hands and legs and reach the top. • Then she will come down the net in the same way as she climbed up. • Then each child will climb the net and come down as demonstrated by the educator. Note: A few children everyday should be encouraged to do this activity during outdoor free play Subject: FMS No. of Periods: 4 Topic: Pouring water with a cup into a bowl
Fortnight : 11
Learning Outcomes: • Improves concentration level. • Improves eye – hand co-ordination. Teaching Aids: • 6 Plastic bowls • 3 small stools • 3 cups • 3 rubber mats Teaching Methodology: • The educator will demonstrate. She will first spread the rubber mat on one of the stools. • Then she will bring water in a bowl and transfer the water to another bowl with the help of a cup without spilling the water. • Then she divides the children into group of 3 and each group performs the activity turn by turn. • She will instruct them to bring water from the tap without spilling it. • After the activity is over the children will empty the bowls and keep the set in the shelves from where they were taken. Note: While bringing water from the tap they should be careful that water should not spill and if it spills they should clean it with the help of a mop.
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Subject: Circle Time Topic: Visit to Senior School Pond
No. of Periods: 2
Fortnight : 11
Learning Outcomes: • Enhances sensitivity towards nature. Teaching Aids: None Teaching Methodology: • The educator will sit with the children in a circle and will tell them that they are going to see a very beautiful part of the school. • She will explain to them that there is a beautiful pond in the Senior School lawn. There they will be able to see lotus. • They will walk in a line without making noise. • She will lead them to Senior School pond and while going she will show different trees, birds etc. • After this short nature walk they will reach the SS lawn and she will show them pond and let them observe. After spending sometime there they will come back to the class. • In the class she will ask them what they saw there and tell them to draw the things they saw there.
Subject: Circle Time Topic: Changing seat game
No. of Periods: 8
Fortnight : 11
Learning Outcomes: • Increases concentration and alertness. • Will have fun. Teaching Aids: A Rattler Teaching Methodology: • The educator will ask the children to stand in a circle. She will explain to them that she will call two names together at a time and then those two particular children have to change their seat. She will play the rattler and the children have to reach their destination before she stops the rattler. • This way she will continue the game and will involve all the children. Note: • The educator should call the names of the children sitting across the circle so that they have real fun running to each other’s place.
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Subject: Rhymes and Songs Topic: zmke cmke / gay
No. of Periods: 6
Fortnight : 11
Learning Outcomes: • Refer to Rhymes and Songs – 1 (Fortnight – 1) • Children will be able to recite a rhyme on their own with action and expression. • They will be aware of new words. • Their comprehension level will improve. Teaching Aids: • Rhyme Book - 1. zmke 2. gay
cmke
(Pg. 37) (Pg. 28)
Teaching Methodology: • Refer to Rhymes and Songs Fortnight 1 Note: • Revise all earlier rhymes before a new one is introduced. • Devote 2 periods for each rhyme.
Subject: English Topic: Recognizing alphabet Yy, zz
No. of Periods: 4
Fortnight : 11
Learning Outcomes: • Children will be able to recognize the alphabet. • Will be able to give words beginning with the alphabet. Teaching Aids: • 6 to 7 objects beginning with the alphabet in a box. (Magic box) • Worksheets- colouring and circling. • Board and chalk. • Magic box objects Yy Magic box object –yellow, yarn, yo-yo 2nd day - yolk, yak Zz Magic box object – zebra, zebra crossing, zinnia, zoo, 2nd day - zip, zero Teaching Methodology: • Refer to Fortnight 1
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Subject: English Topic: Two letter words
No. of Periods: 3
Fortnight : 11
Learning Outcomes: • Children will able to read the two letter words and know the use of the words in a sentence • They will be aware of new words • Their comprehension level will improve. Teaching Aids: • Flash cards • Words: me, be, he, we 1. 2. 3. 4.
• Black board
me Tell me your name Give me a book from the shelf. Show me your drawings. Play with me. be
1.
Please be careful while playing.
2. 3. 4.
Please be on time. Be in the class till I come. Be good children always.
1. 2. 3.
he He is a smart boy. She runs very fast. Please be careful while playing. He loves to play in the sandpit. we We are good friends. We will not shout in the class. We will listen to our ma’am.
4.
We are very excited about the picnic.
1. 2. 3. 4.
Teaching Methodology: Refer to Fortnight 8 Note: The educator will encourage the children to form new sentences. She will use same method to introduce all the two letter words.
Subject: English Topic: Pattern writing.
No. of Periods: 1
Fortnight : 11
Learning Outcomes: Refer to Fortnight 7 Teaching Aids: • Blackboard, chalk • Pattern writing worksheet 12, 13, 14 Teaching Methodology: Refer to Fortnight 7
Subject: Maths Topic: Revision 1 to 10
No. of Periods: 8
Revision 1 to 10 Worksheets: 26, 27, 29, 44, 45
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Fortnight : 11
Subject: Story Telling Topic: Zender and the glowing toy
No. of Periods: 6
Fortnight : 11
Learning Outcomes: • Children will be able to comprehend a story. • Will know that there is a sequence in a story. • Will be able to narrate the story. • Will enhance their vocabulary. Teaching Aids: • Flash cards / puppets related to the characters in the story. • The story book with big pictures. Zender and the Glowing Toy Teaching Methodology: • Refer to Story Telling Fortnight 1 Zender and the Glowing Toy One bright morning, Zender was cleaning his bicycle. Then he saw something glowing at the next door, in Mr. Shaun’s house. ‘What is that?’ He thought. cautiously, Zender approached. He found the glow coming from the cellar. ‘Let me see what is going on here?’ thought Zender. Zender walked down to the cellar. There he saw Mr. Shaun applying some chemical over a wooden toy. The moment the chemical touched the toy, it began to glow and a shine seemed to from all around it. Mr. Shaun, then threw a ball at the toy and it bounced back as if it had the wall. “Ha! Ha! My experiment is successful,” he said and laughed. ‘Something fishy,’ thought Zender as he suddenly came back, in fear and confusion. Next morning, Zender read in the newspaper that a thief, with a glowing shield, has robbed a bank. Zender pulled himself back, his mind was busy and eyes narrowing. ‘It must be Mr. Shaun who had robbed the bank,’ he concluded. Soon, with a plan Zender hid into Mr. Shaun’s laboratory and replaced the entire chemical with coloured water. Then he went to the police “I think Mr. Shaun is the thief,” Zender told the police what he had seen in Mr. Shaun’s cellar. “This is the house,” said Zender to the policeman, when they had reached Mr. Shaun’s house. When Shaun saw the police, he ran to his laboratory to pour the chemical over himself. ‘Now I shall be protected with a shield and no one can catch me,’ he said to himself. But nothing happened due to the chemical. Mr. Shaun was caught. He confessed. “Zender! You have been brave,” said the policeman. Zender felt very happy.
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Subject: Science & Geo Topic: Animals its food & Shelter
No. of Periods: 4
Fortnight : 11
Learning Outcomes: • Children will be aware of the shelter and the food of particular animals. • Children will create sensitivity towards animals. • They will be sensitive about animals. Teaching Aids: • Flash cards. Teaching Methodology: • The educator will ask the children to sit in a circle. She will ask the children where the animals live. She will explain they also need shelter like us. • She will explain why we need a house to stay - to get protection from heat, cold and rain. • She will talk about common animals like dog, lion, cow, monkey, rabbit, pig etc. She will first ask them where animals live and what they eat. • She will allow them to think, discuss and answer. • Then she will give details like: shelter of a dog is kennel, cow is stable, rabbit is burrow, monkey is tree, Pig is sty etc. Food of the rabbit is carrot, cow is grass, cat is milk etc. • The educator will show them the pictures of the animals and their food also in same method. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12.
Lion, Tiger – Den Horse – Stable Dog – Kennel Cat – house Goat, Sheep – Pen Cow – Shed Pig – Sty Duck – Pond Hen – Coop Rat – Hole Monkey – Tree Rabbit – Burrow
Note: • Educator will encourage the children to observe various animas they see in their surroundings. This will help them to know that each animal is different. • Educator can arrange a visit to a zoo or a stable where children will have the opportunity to see and observe different type of animals.
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Subject: Block room Topic: Pyramid
No. of Periods: 3
Fortnight : 11
Learning Outcomes: • Logical, spatial and analytical skill will be enhanced. Teaching aid: • Wooden pieces 4 in number as shown in the photo and a triangle (equilateral) inset tray for fitting the blocks and making a pyramid. Methodology: • The teacher will make the children to sit in a circle and demonstrate. • She will show that there are two triangle shapes in each wooden blocks. • Then she will show that the triangle of two blocks should be matched and kept in the inset tray. • Then she will show the space in the inset which is in a triangle shape. • Then she will take the third piece and match the similar triangle side to the triangle in the inset. • She will show again a triangle shape in third piece that was kept in the inset. • She will take the fourth piece and match the triangle to the triangle of the third piece. • Then she will show that all the pieces are used and the shape you see is pyramid. • She will then allow the child to try out to make a pyramid using the 4 wooden blocks Subject: Block room Topic: Gift 3
No. of Periods: 3
Fortnight : 11
Learning Outcomes: • Develops finger muscles. • Learns sorting, counting, fractions (parts of whole) Teaching Aids: • 8 wooden cubes, 1inch x 1inch x1inch in size, Mat Teaching Methodology: Refer to Fortnight 10 Subject: PLS Topic: Arranging books
No. of Periods: 4
Fortnight : 11
Learning Outcomes: • Children learn importance of being systematic and organized. • Encourages children to sort out books according to the subjects. Teaching Aids: • Books available in the classroom(Rhyme books English, Maths, Art& craft, Class library books)
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Teaching Methodology: • The educator will sit with the children and will tell them that they are going to tidy up the bookshelf. • She will mix all kinds of books. • Then she will divide the children in groups of 4 (total 5 group) and tell them that one group will sort out rhyme book, another group will sort out English books, next group will sort out Maths books, next group will sort out art & craft books, next group will sort out class library books. • After sorting out the books she will tell them to make a nice heap of the books and keep them on the shelf. • She will allow them to work at their pace and at the same time encourage and appreciate their efforts.
Subject: Art & Craft Topic: Paper folding fish
No. of Periods: 4
Fortnight : 11
Learning Outcomes: • Development of fine motor skills. Teaching Aids: • A-4 size paper • Scissors • Crayons • Fevicol Teaching Methodology: • Educator will draw 2 circles i.e. 1 big and 1 small on an A-4 size paper and cut it for demonstration. • She will demonstrate how to fold the big circle. In the first fold she will get a semicircle and again when she folds it she gets a quarter circle.
Full Half Quarter • She will fold the small circle in the same way. Now she has 2 quarter circles. • Then the educator will place the 2 quarter circle to form a shape of fish as shown in the illustration. The small quarter circle has to be stuck inside the upper fold of the big quarter circle with fevicol. • Then she will colour the fish with crayons and draw the eyes of the fish as shown above. • The educator will cut 2 circles for each child and give it to each children. • The children will fold both the circles as demonstrated. The educator will observe and guide wherever needed.
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Subject : Saturday Visit Topic: Aquarium
No. of Periods : 6
Fortnight : 11
Learning Outcomes: • Refer to Saturday Visit Fortnight 1 • Will make the children aware of different varieties of fish. Teaching Aids: • Aquarium Teaching Methodology: Refer to Saturday Visit Fortnight 1 Teaching Learning Materials Used In this Fortnight
Fortnight : 11 – Block Room – Pyramid Puzzle
Pattern Writing – 12
Fortnight : 11 – Block Room – Gift 3
Pattern Writing – 13
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Pattern Writing – 14
Subject: GMS Topic: Butterfly activity
No. of Periods: 2
Fortnight : 12
Learning Outcomes: • They will develop coordinated movement of arms and toes. • Fun activity. Teaching Aids: None Teaching Methodology: • The educator will take the children to the garden. • She will ask them to spread their hands and to stand on their toes. • Now she will tell them move to their arms up and down. • Now she will tell them to walk on their toes and to keep moving their arms up and down. • They will enjoy this activity – the teacher should then make three children at a time to do this activity so that they can actually develop the co-ordinated movements required. Note: This activity can be also done in the classroom/corridor/play ground.
Subject: FMS Topic: My hand activity
No. of Periods: 4
Fortnight : 12
Learning Outcomes: • Enhances the development of finger muscles. Teaching Aids: Table. Teaching Methodology: • The educator will demonstrate by placing her palm flat on the table in such a way that all the fingers are spread out. • She will lift her finger one by one at a time taking care not to lift other fingers. When one finger is up all other finger should be touching the table. • Then she will ask the children to do the same activity – first the right palm, then the left palm then both the palms. Note: The educator should be flexible to allow children to do the activity at their own pace and comfort level.
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Subject: Circle Time Topic: Imagine and enact
No. of Periods: 4
Fortnight : 12
Learning Outcomes: • Fun game. • Helps in developing their imagination level. • Enhances acting skills. • Displays observation skills. Teaching Aids: None Teaching Methodology: • The educator will sit with the children in a circle. • She will tell the children that today you all will try to act like somebody you know – your friend, relative, parents, etc. For e.g. How she talks, walks, laughs etc. • Then she will call out a name and ask that child to enact to (one at a time) • In the same way each and every child will take turn enact. Note: Initially the child will be hesitant to enact. The teacher needs to make her feel comfortable and motivate and encourage her. They can say or use any language – if not a common language, encourage the child to translate and explain.
Subject: Circle Time Topic: Sharing about vacation (Diwali)
No. of Periods: 2
Fortnight : 12
Learning Outcomes: • Will learn to recollect and share. • Will help them to improve their vocabulary. Teaching Aids: None Teaching Methodology: • The educator will make the children sit in a circle. • She will ask “How did you spend your Diwali vacation? You should say five sentences in English about your vacation.” • She will then ensure that each child share few things about their vacation. Note: Refer Fortnight 1
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Subject: Circle Time Topic: Introduction of Insects
No. of Periods: 2
Fortnight : 12
Learning Outcomes: • Children will be able to recognize and know more about insects. Teaching Aids: • Chart of insects or pictures of insects. • Plastic toys of insects. • A live insect – butterfly/bumble bee/ praying mantis – in a bottle with holes in the lid. Teaching Methodology: Period 1 • The educator will sit with the children in a circle along with the Teaching Aids. • She will pass the live insect and ask them to observe carefully. • Now she will show them pictures of insects and ask them to recognize the picture and under which group does it come under animals, birds, or insects (She should encourage the children to give answers). • After she gets the answers she will appreciate the children and tell them that she is going to introduce insects today. One by one she will call out the name of insects in the picture and pass it to the child sitting next to her same way the card will be passed to each and every child. • She will also talk about their characteristics – all insects have six legs, some of them fly, most of them have antennae etc. • At the end of the class she should release the insect in front of the children. Period 2 • She will sit in a circle with the children and ask the following questions: • Questions on insects: 1. How many legs do insects have? Six legs 2. Which insects spread diseases? Houseflies and mosquitoes 3. Which insect is known as a hard worker? Ant 4. Which insect give us honey? Honey bee 5. Which insect makes webs on walls and ceilings? Spider 6. How many legs do spiders have? Eight • The educator will allow the children to answer on their own, she should give hints if they are stuck and encourage and motivate them. She should try and give a chance to all the children.
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Subject: Circle Time Topic: Statue game
No. of Periods: 2
Fortnight : 12
Learning Outcomes: • Fun game • Enhances alertness Teaching Aids: None Teaching Methodology: • Educator will take the children out in the open area and tell them that today they are going to play statue game. • She will first demonstrate. She will say “ Fire on the mountain run run run. Fire on the mountain run run run. Statue.” • When she says ‘statue’ the children have to freeze – they cannot move till she says. If they move before that they are out. • Now they will play the game. • She may say this sentence 2, 3 or 4 times and say statue so that the children have fun running around and also at the same time have to be alert to hear ‘statue’. Note: Educator will continue the game till all the children are out or if she feels they are losing interest.
Subject: Rhymes & Songs No. of Periods: 6 Topic: Once I Saw a Little Bird / Song - Jingle Bell
Fortnight : 12
Learning Outcomes: • Refer to Rhymes and Songs Fortnight 1 • Children will be able to recite a rhyme on their own with action and expression. • They will be aware of new words. • Their comprehension level will improve. Teaching Aids: • Rhyme Book – 1. Once I Saw a Little Bird (Pg. 4) Song – Jingle Bell Teaching Methodology: • Refer to Rhymes and Songs Fortnight 1 Note: Revise all earlier rhymes before a new one is introduced.
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Subject: English Topic: Revision A to Z
No. of Periods: 4
Fortnight : 12
Revision of alphabets capital letter and small letter.
Subject: English Topic: Two letter words
No. of Periods: 3
Fortnight : 12
Learning Outcomes: • Children will be able to read the two letter words and know the use of the words in a sentence • They will be aware of new words • Their comprehension level will improve. Teaching Aids: • Flash cards • Black board • Words: my, by, up, us. • Worksheets:1,2,3,4 my 1. My doll is very pretty. 2. My name is Monu. 3. The name of my dog is Leo. 4. I love my school very much. by 1. I go home by bus. 2. I love to travel by aeroplane. 3. The cake is brought by me. 4. This doll is brought by my father.
up 1. Climb up the tree. 2. Go up in the room and bring the books. 3. Look up in the sky. us 1. All of us will go to the block room. 2. This collage of pineapple is made by us. 3. Ma’am is waiting for us to tell the story.
Teaching Methodology: • Refer to Fortnight 8 Note: The educator will encourage the children to form new sentences. She will use same method to introduce all two letter words.
Subject: English Topic: Pattern writing.
No. of Periods: 1
Learning Outcomes: Refer to Fortnight 7 Teaching Aids: • Blackboard, chalk • Pattern writing worksheet 15, 16, 17 Teaching Methodology: Refer to Fortnight 7
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Fortnight : 12
Subject: Maths Topic: Revision 1 to 10
No. of Periods: 4
Fortnight : 12
Revise all the concepts - counting numbers 1 to 10
Subject: Maths Topic: Introduction of 11 to 20
No. of Periods: 4
Fortnight : 12
Learning Outcomes: • Children learn to count in sequence and recognize tens and ones. Teaching Aids: • Beads. • Place value card • Bead bar • Worksheet-37, 32, 36 Teaching Methodology: Period 1 • Educator will make the children sit in a circle. • She will show them how to make ten with beads
• For e.g. 10 beads = 1 bead bar (each bar has 10 beads)
• She will show the bead bar and compare it with beads. • Now she will keep the bead bar of ten and add one bead and say ten and one eleven 10+1=11 same way till 19.
• For eg.
10 + 1 = 11
10 + 2 = 12
10 + 3 = 13
• Educator will now show 20 for that after 19 and one more bead to make 20. So now you have 1 bead bar and 10 beads. Now exchange the 10 beads with a bead bar.
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• She will tell them ten and ten becomes twenty.
10
+
10 = 20
Note: Children need regular practice with bead bar and the beads. Whenever they have 10 beads they have to exchange it with a bead bar.
Subject: Story Telling Topic: 1. The Deer and his Antlers.
No. of Periods: 6 Fortnight : 12 2. The Owl and the Grasshopper.
Learning Outcomes: • Children will be able to comprehend a story. • Will know that there is a sequence in a story. • Will be able to narrate the story. • Will enhance their vocabulary. Teaching Aids: • Flash cards / puppets related to the characters in the story. • The story book with big pictures. 1. The Deer and his Antlers. 2. The Owl and the Grasshopper. Teaching Methodology: • Refer to Story Telling Fortnight 1 Note: Use simple sentences and remember children love listening to same story again and again enact it as if you are saying it for the first time. All stories need not have a moral-so do not always stress on the question “ So what did you learn?”
The Deer and His Antlers Many years ago, there was a deer. He had made his home deep inside the forest. The deer was very beautiful to look at. and he was very energetic, too. The whole day, he would keep running from one end of the forest to the other end. Sometimes, he would admire the flowers, sometimes he would talk with the birds. One hot day, the deer was drinking water in a nearby pond. He drank to his full. Just as he was about to leave, something caught his attention. It was his reflection. His antlers looked amazingly beautiful in the clear water of the pond. The deer could not take his eyes off them. The deer felt proud of himself. I must be most wonderful animal in the world, he thought. But the every next moment, his eyes fell upon his legs. ‘Oh no! Are these legs mine? So crooked and skinny … I don’t believe this,’ the deer felt. ‘ urghh…. Having such legs, I may be the ugliest animal having skinny legs.
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All the while, a tiger was aiming at the deer from behind the bushes. But unaware of the danger, the deer was lost in his thoughts. Slowly, the tiger came behind the deer. But the deer was very clever. He heard the sound of dry leaves and grasses, and became alert. The tiger was just about to catch the deer, but the clever deer ran away. Fast and even faster running through the bushes and rocks, he ran for his life. And in a few jump and bounces, he was miles away from the tiger. ‘What a relief! The tiger can’t catch up with me,’ thought the deer. But he didn’t know that danger awaited him right there. His antlers got entangled in one of its branches. The deer got stuck up. He could not move even an inch ahead. He tried hard to free his antlers, but in vain. And just then, the tiger appeared there. He would have caught the deer, but luckily, the deer managed it free his antlers and ran as fast as he could. His legs once again saved him. His pride possession, the antlers, had landed him in trouble. But his ugly legs had saved him. This taught him a lesson, not to accept anything on face value. The Owl and the Grasshopper It was a winter morning. All the trees and plants in the forest were covered with snow. Everywhere, it looked moist and dull. There had been a steady snowfall the previous night and the entire forest appeared to be white. Even the animals of the forest seemed to be ducking inside their houses. There was a gloomy silence all around. The rabbits too preferred to be inside their burrows, the little bird in her nest, and the jackal inside his cave. Not a single animal had the heart to come out in the cold. “Don’t play in the open today. Better be here, hide inside your blanket,” the mother rabbit told her naughty child. Soon the whole forest seemed lifeless. The owl, too, crouched in his cozy home in the hollow of a huge tree. He curled his wings and fell asleep. But out in the snow, a grasshopper was enjoying the chillness, he hopped jumped and perched on the branch of a tree. The owl was sleeping peacefully in his house. When he heard the grasshopper chirping, he felt annoyed. ‘Who is making this noise in such a calm weather?’ he thought. The owl peeped out of his house and saw the grasshopper. “Eh! Noisy creature. What are doing in this bright cold? Get back home,” said the owl. But the grasshopper was in no mood to be quiet. For him, the cold weather seemed to be pleasant. He was more active than ever. The owl was surprised to see the grasshopper making merry when all the others were shivering with cold. Call out and ask him to keep quiet. “It may be fun for you, but it is a nuisance for others,” said the owl. “Better stop this noise and go back home.” Saying this, the owl again pulled himself inside his blanket and slept. But the grasshopper didn’t pay any attention to the owl’s request. “Tra…la….la…la…” he continued. And this time, his song was even louder!
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The owl became very angry. He was already disturbed by the cold and moist winter. And now, the grasshopper was adding woes to it. He once again warned the grasshopper. But when the little intelligent grasshopper did not stop his song, the angry owl suddenly jumped upon him. He caught the grasshopper in his sharp claws. And that was! In an instant the owl ate up the grasshopper. “This is for ignoring me !” he grinned. He came back to his cozy home, the owl pulled up his blanket and once again crouched in his bed. “snooor….” Buzzed the owl’s nose as he slept peacefully. And the whole forest plunged into silence as before.
Subject: Science & Geo Topic: Animals and their young ones.
No. of Periods: 2
Fortnight : 12
Learning Outcomes: • Children will be aware of animals and their young ones. • Children will be sensitive towards animals and their young ones. Teaching Aids: • Flash cards • Cut outs Teaching Methodology: • The educator will ask the children to sit in a circle. She will ask the children who has seen a puppy or a kitten? • The educator will tell names of the animals and ask the children to name their young one by one. If they are unable to give then, she will give the answer and explain to them. • The educator will show them the pictures of the animals and their young ones. 1. Lion, Tiger – Cub 2. Horse – Foal 3. Dog – Puppy 4. Cat – Kitten 5. Goat– Kid 6. Sheep - Lamb 7. Cow – Calf 8. Pig – Piglet 9. Duck – Duckling 10. Hen – Chicken 11. Fish – Fingerling 12. Rabbit – Bunny 13. Frog - Tadpole Note: Educator will encourage the children to observe various animals and their young ones.
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Subject: Science & Geo Topic: Learning about magnets
No. of Periods: 2
Fortnight : 12
Learning Outcomes: • Children will come to know about magnet and that it attracts iron. Teaching Aids: • 2 to 3 magnets • Iron objects (nails, pins, small iron pieces, wood pieces, steel objects, stones, leaves, paper pieces) Teaching Methodology: Period 1 • The educator will ask the children to sit in a circle. She will show the magnets and tell them now we will play a game with a magnet and find out on our own which objects, magnets attract and which objects are not attracted by the magnets. • She will allow the children, in turns, to try this out, • She will make them name the object and also feel it. Period 2 • She will do a quick re-cap of what they did in the previous class. • She will give them all the objects used the previous day and will ask the children to classify objects as attracted by magnet and not attracted by magnetic. • She will make them sort it out and make them feel each object. • She will also tell them objects with iron in them are attracted and those that do not have iron do not get attracted. Note: Educator should take care that sharp objects are not brought into classroom.
Subject: Block room Topic: Diavo
No. of Periods: 6
Fortnight : 12
Learning Outcomes: • Learns and develops extraordinary architectural possibilities. • Develops creative and imaginary ideas. Teaching Aids: Diavo. Teaching Methodology: • The educator will make the children sit in a circle and demonstrate. • She will take the pieces and keep the pieces in front of the children. • She will make some patterns and then she will show how to wind up. • The children will make the same patterns and also their own patterns. • The teacher should ensure that each child learns how to wind up the box.
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Subject: PLS Topic: Revision
No. of Periods: 4
Fortnight : 12
Revision of concepts the educator feels the children need practice in. She may find that different children need practice in different areas.
Subject: Art & Craft Topic: Collage work
No. of Periods: 4
Fortnight : 12
Learning Outcomes: • Develops fine motor skill. • Children will learn how things collected from nature can be utilized in an art activity. • Children will learn to explore things from surrounding. Teaching Aids: • A-4 Size paper (with an outline of a house) • Twigs collected from nature • Marble paper ( 2 colours) • Fevicol. Teaching Methodology: Period 1 • First the educator along with the children will go and collect dry twigs from the surrounding area. Period 2 • The educator will then demonstrate how to stick the twigs on the roof and outline of the house. The children will follow. Allow it to dry for a day. Period 3 • Then she will give marble paper of any 2 colours to the children. Educator will then show how to tear the paper in small bits. The children will follow. • The educator will demonstrate how to stick the bits of paper - coloured part of marble paper to be seen on – and these coloured papers will be stuck on the walls of the house. • The children will then stick these bits of the paper with the help of fevicol and complete the picture.
Subject : Saturday Visit Topic: Gurudwara
Fortnight : 12
Learning Outcomes: • Refer to Saturday Visit Fortnight 1 • Place of worship-Will make the children aware about where the Sikh community goes to worship.
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Teaching Aids: • Gurudwara Teaching Methodology: • Refer to Saturday Visit Fortnight 1 Note: • The educator should be alert and also discourage children from talking to strangers. • The educator should also be alert that strangers do not take photographs of the children.
Teaching Learning Materials Used In this Fortnight
Fortnight : 12 – Block Room – Diavo
Pattern Writing – 15
Pattern Writing – 15
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Pattern Writing – 15
Subject: GMS Topic: Balancing on log
No. of Periods: 2
Fortnight : 13
Learning Outcomes: • Develops muscular skills and balancing skills. • Improves concentration Teaching Aids: • Big wooden cylindrical log. Teaching Methodology: • The educator will demonstrate by balancing on the log by stretching her hands sideways. • Then educator will balance and walk from one end to the other end by lifting one foot and keeping it in front of the other and so on till she reaches the end. • Then the children will be asked to walk by balancing on the log and move from one end to the other end. • The educator will ensure that each child gets a chance and can do this balancing – she will need to motivate and make them feel comfortable in trying out this activity. Note: • Stretching of hands can be done till the children learn to balance on the log. • The log can be kept in a place which is frequented by the children - such that they come across the log often and can try balancing with good interest whenever they can. Subject: FMS Topic: Scissor activity
No. of Periods: 4
Fortnight : 13
Learning Outcomes: • To enhance eye – hand coordination. • To develop finger muscles. Teaching Aids: • Chart paper. • 5 Scissors. Teaching Methodology: Period 1: • The educator will demonstrate how to hold the scissor and cut the paper in any shape. • She will divide the children into groups of 5 and give chart papers and scissor to each child. • She will ask them to cut the chart paper vertically – cutting it in stripes. • One group will do the activity at a time and then each group will do it turn by turn. • While one group is doing the activity the educator must encourage others to do some constructive work. Note: The educator will instruct the children to take care not to hurt themselves while doing the activity. She will divide the children into groups of 5 and give chart papers and scissor to each child.
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Subject: Circle Time No. of Periods: 2 Topic: Musical game and walking according to the sound
Fortnight : 13
Learning Outcomes: • Develops the sense of rhythm. • Develops the concentration level. • Fun game. Teaching Aids: Rattler. Teaching Methodology: • The educator will take the children outside the class in an open area and make them sit in a circle. • She will explain that they have to move in the circle according to the sound of the rattler. E.g. fast steps, slow steps – Keeping in rhythm with the tune of the rattler’s beats. When instrument stops, then children will stop. • She will give a rattler to a child and ask her to beat it and then she will move according to the sound of the rattler if it is slow she will move slowly if it is fast she will move fast. • Then she will tell them that they have to concentrate and listen to the music properly. • Then she will begin the game and observe the children. • She will guide the children whenever needed. Note: The educator will make the game interesting by creating different beats.
Subject: Circle Time No. of Periods: 2 Topic: Talk on celebrating a safe Uttarayan (Kite Festival)
Fortnight : 13
Learning Outcomes: • Children will learn how the festival of Uttarayan is celebrated. • They will learn precautionary measures to be taken while flying kites. Teaching Aids: None Teaching Methodology: • The Educator will sit in a circle with the children. • She will talk about how Uttarayan is celebrated. • Then she will tell the children about the precautions to be taken while flying kites. Do not go alone to the terrace. Be with your elders while flying kites. Use kacchha string. Do not run on the terrace. Do not lean down from the terrace or balcony.
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Subject: Circle Time Topic: Musical chair game
No. of Periods: 3
Fortnight : 13
Learning Outcomes: • Learns to be alert. • Improves their concentration level. Teaching Aids: • Any musical instrument • Chair (9 chairs for 10 children) Teaching Methodology: Period 1 • The educator will tell the children that they are going to play a game called musical chair. Before the children play she will demonstrate it in an open area and later she will explain to them the rules. • She will make 2 groups of children (10 in each) and make them sit. • Now she will demonstrate how to play the game. • She will take 3 chairs and place it in the garden. • There should be 1 person more than the number of chair. • So along with the educator there will be 3 more participants (total 4 people). • Now she will ask any child to play music (any type of music that is rattle, tambourine, song, clapping etc). • As the music starts all participants will run in a line in the same direction and as the music stops they will sit on the chair. • One will not get a chair to sit, the person who does not get the chair will be out of the game. • Now she will explain to them the rules of the game again. She will tell the children that there should be one person more than the number of chairs for e.g. If number of children are 10 then they should take 9 chairs. • Now how to arrange chairs. They should arrange the chairs in a line such a way that every chair will be in opposite direction. If the first one is facing right then second one should face left – both ways facing outwards. • She will tell them that when the music starts they have to run in a line in the same direction, they should not break the line, they should not come back, they should not come in between the chairs and as the music stops they should sit on the nearest chair they find. • The child who does not get the chair is out. • As one child is out so she will take away one chair and the rest will continue the game till they lose the interest or last child wins the game by sitting on chair. Period 2 • The next day she will take the children out in the garden and revise the rules of the game. • Now she will divide the children into 2 groups (10 group). • At a time one group will play and another group will watch them. • She will ask 9 children to bring chair and one child to bring rattler. • She will make the children arrange the chair in a line.
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• When the educator will start playing the instrument children will start running around the chair (only forward not backward). • When the music playing stops they have to sit according to their position. (They cannot go back). Those who don’t have the chair will be out. • The educator will take out one chair then start playing the instrument. It will go till the number of chair become one and children become two. • Then at last who will sit in the chair according to the music of the instrument will win the game. Note: The children also can play the instrument. The chairs which are used should be according to the children’s height. Subject: Circle Time Topic: Introduction of traffic signals
No. of Periods: 3
Fortnight : 13
Learning Outcomes: • Children will be aware of the colours of the traffic signal and what does each colour indicate. Teaching Aids: • Drawing book • Crayons ( Red, yellow/orange , green) Teaching Methodology: • The educator will ask them whether they have seen a traffic signal, what are the colours they have seen, what have they observed when they stop at a traffic signal etc • Educator will explain on the blackboard the traffic signals and their rules. • She explains that red indicates stop, yellow/orange indicates get ready and green indicates go. • She will then give the drawing books to the children in which the traffic signal is already outlined and the children will colour it as per the order of colours explained to them. Subject: Rhymes and Song No. of Periods: 6 Fortnight : 13 Topic: Little Drops of Rain / There Was A Crooked / wvtu wartm\
Learning Outcomes: • Refer to Rhymes and Songs Fortnight 1 • Children will be able to recite a rhyme on their own with action and expression. • They will be aware of new words. • Their comprehension level will improve. Teaching Aids: • Rhyme Book – 1.Little Drops of Rain (Pg. 5) - 2.There Was A Crooked (Pg. 9) - 3.wvtu wartm\ (Pg. 38) Teaching Methodology: • Refer to Rhymes and Songs Fortnight 1
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Subject: English No. of Periods: 7 Topic: Revision of alphabets & 2 letter words
Fortnight : 13
Learning Outcomes: • Children will able to read the three letter words and understand the meaning of the words. • Enhance the ability to form sentences Teaching Aids: • Flash cards • Black board • Words • Worksheet 5, 6, 7, 8, 9, 10. Teaching Methodology: Refer Fortnight 9
Subject: English Topic: Pattern writing.
No. of Periods: 1
Fortnight :13
Learning Outcomes: Refer to Fortnight 7 Teaching Aids: • Blackboard, chalk • Pattern writing worksheet 18, 19, 20 Teaching Methodology: Refer to Fortnight 7 Subject: Maths No. of Periods: 8 Fortnight : 13 Topic: Introduction of 20 to 30 (oral) Learning Outcomes: • Children have to count in sequence and they have to recognize tens. Teaching Aids: • Beads. • Place value card • Bead bar • Worksheets: 30,28,39 Teaching Methodology: Period • Educator will make the children sit in a circle. • She will ask the children to make ten with beads • E.g.
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• Now she will ask them to make 11 using the bead bar and some more random numbers between 10 and 20 • E.g.
10 + 1 = 11 10 + 2 = 12 10 + 3 =13 • Educator will now give some more random numbers between 21and 29 • She will tell them ten and ten and ten become thirty.
10 + 10 + 10 = 30 • She will the train them to move from 31 to 40. Note: Children need regular practice with bead bar and beads. Subject: Story Telling Topic: 1. Rapunzel
No. of Periods: 6
Fortnight : 13
Learning Outcomes: • Children will be able to comprehend a story. • Will know that there is a sequence in a story. • Will be able to narrate the story. • Will enhance their vocabulary. Teaching Aids: • Flash cards / puppets related to the characters in the story. • The story book with big pictures. 1. Rapunzel. Teaching Methodology: • Refer to Story Telling Fortnight 1 Note: Use simple sentences and remembers children love listening to same story again and again enact it as if you are saying it for the first time. All stories need not have a moral-so do not always stress on the question “So what did you learn?”.
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Rapunzel Many years ago, a man and his pretty wife were miserable because they had no children of their own. Whenever they saw children playing in front of their house, they longed for a child of their own to love and look after. Near their house was a big mansion with pretty garden. It belonged to a wicked witch. The crisp green lettuce growing in the garden always tempted the wife. She said to her husband one day, “I want one of those lettuces. If I don’t get one, I shall die.” Her husband had heard about the witch, so he tried to dissuade the woman from her silly demand. But she grew weaker and weaker as the days passed and one day, she fell seriously ill. The man loved his wife dearly. He could not bear to see her suffering. He decided to take the risk of stealing a lettuce. As soon as he entered the garden, he was caught by the witch. “How dare you come here?” she asked. The man told her everything. The witch said he could take the lettuces only if they agreed to give his first born child to her. The man had no choice. He returned with the lettuces and a heavy heart. In course of time, his wife gave birth to a beautiful baby girl. The couple was delighted. The man had forgotten he had given his word to the witch. But the witch had not forgotten. She came to their house and reminded the man of his promise. His wife wept bitterly but it did not melt the wicked witch’s heart. She snatched the baby from the mother’s arms. Without her child, the woman fell ill once again. The witch took the baby girl to her castle. She looked after her very lovingly and provided her with every comfort. She named her Rapunzel. As the years rolled by, Rapunzel grew into a beautiful young girl. The witch was afraid some young man would fall in love with Rapunzel’s beauty. She did not want Rapunzel to fall in love too, and go away from her. So, she shut Rapunzel up in a tall tower in the forest. The tower had no door and no staircase. It had only one small window at the every top. Rapunzel was safe from the curious eyes of the people. No one ever visited the place except the witch who went there to see Rapunzel every day. On reaching the tower she would call out,” Rapunzel, Rapunzel, Let down your hair.” Rapunzel would lower her long, golden hair to the ground below. The witch would climb the tower, with the help of Rapunzel’s lovely hair. Rapunzel had not seen another living person except the witch for a long time. She longed to see the world outside. She spent her time singing all the songs she knew. One day a handsome prince riding on his horse passed by the tower and heard her song. The prince had never heard such a sweet voice in his life. He was fascinated. He wanted to meet the singer. He did behind some bushes close to the tower, As usual; the witch came to the tower, called out to Rapunzel and climbed up her hair to the tower. The prince was shocked but he had fallen madly in love with Rapunzel’s song and wanted to see her for himself. That evening, after the witch had left, the prince came out of the bushes and called out, “Rapunzel, Rapunzel, Let down your hair.” Rapunzel lowered her hair and the prince climbed the tower. Seeing a young man, Rapunzel was speechless. The prince too was attracted by her beauty. They fell in love at first sight. Rapunzel told him how the witch had locked her up in the tower, so that she would not meet any people. She
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also told him that he was the first man she had ever seen. “I feel very lonely and lost’” wept Rapunzel. Before leaving the prince promised her, “Don’t feel sad. Don’t lose heart. I will be back tomorrow night to rescue you.” When the witch came the next day, she noticed Rapunzel looked very, very happy. The witch was very clever and soon came to know that Rapunzel had met a young man. She knew Rapunzel was in love with him, the witch flew into a rage. She cut off Rapunzel’s lovely, long hair with a pair of scissors. Rapunzel could do nothing but cry. She could not bear the loss of her long hair. But the witch did not stop at that. She took her to a far away desert and left her there, all by herself. The witch returned to the tower and waited for the prince. The prince reached the tower at the night. He got off his horse and tied it to a tree nearby. Then he called out, “Rapunzel Rapunzel, Let down your hair,” The witch lowered Rapunzel’s golden hair to the ground. She had tied the other end to a post near the window. The prince happily and hurriedly climbed the tower only to find the witch in Rapunzel’s Place. The witch was furious when she saw the prince. The prince was so scared to see her that he jumped out of the window. He fell on his face and his face was pierced by some thorns. He could not see anything. The prince had become blind. His love for Rapunzel had also made him blind. He did not want to go back to his father’s palace. He roamed about in the jungle, calling out Rapunzel’s name. He had not eaten anything for days. One day, in a lonely desert, he heard the same sweet voice he had never forgotten. He cried out, “Rapunzel, Rapunzel!!” Rapunzel ran towards him. As she hugged him, tears of joy rolling down her cheeks touched the prince’s eyes and healed them. The prince could see once again. The prince took Rapunzel to his big palace. They were married with great pomp and show. Rapunzel was very happy. The prince had rescued her from the witch. The prince too was very grateful to her giving him back his lost eyesight. The prince and Rapunzel lived happily thereafter. Subject: Science & Geo Topic: Means of communication
No. of Periods: 4
Fortnight : 13
Learning Outcomes: • Awareness of the development of science & technology from the early days till the present day will enhanced. • Children will know the usefulness and value of means of communication. Teaching Aids: • Pictures • Inland letter, post card, email print etc Teaching Methodology: • The educator will begin by enacting a skit – where she wants to invite her friend as it is her birthday, but her friend is living in Delhi. How will she call? • Here the educator will make effort in extracting answers from the children. The answer which she gets may be telephone/mobile/email. • Then the educator will present the present day scenario where mobiles, internet, telephones are used. But in the early days, birds like pigeons were
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used to send the messages. Gradually, messengers on horses and elephants were sent. Then people started writing letters, postcards, telegrams, etc. which the postman carried. • She will also explain that the courier person brings our parcels and important letters. She will show the pictures of the various means of communication and will even show them a sample of postcard or inland letter. Extended activity: • To understand the concept of communication the children will be taken to a post office, where they can see the postman and the working of a post office.
Subject: Block room No. of Periods: 6 Topic: A True Experience of Art and Form
Fortnight : 13
Learning Outcomes: • Develops, motivates and encourages one’s own imagination and intellectual skills. • Sharpens intelligences and indirectly creates interest for mathematics and its uses. Teaching Aids: • Green and yellow Arch-1 each, yellow, red, white, blue triangle-1each, red, yellow, blue, white thin square slabs-1 each, blue, green cuboids -1each, red, green, white-1 cube each, yellow cylinder-1, yellow, green thick rectangle slab-1 each, red, blue thin rectangle slab-1 each and curve- 1(21 pieces). Teaching Methodology: • The educator will make the children sit in a circle and demonstrate. • She will take out all the blocks and place it on the table in front of the children without making noise. • She will show them the different shapes, which will be a sort of revision of shapes and also knowing new shapes. • Then she will start making some patterns/designs like ship, houses, bridges etc and demonstrate. • Then she will show how to put back all the block pieces in the box and keep it back in its place. • Then the children will start doing as demonstrated and they will also come out with their own imagination and creativity. Note: The educator should ensure that each child knows how to arrange the box.
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Subject: PLS Topic: Mopping
No. of Periods: 4
Fortnight : 13
Learning Outcomes: • Children learn to mop. Teaching Aids: • 4 Small sized buckets (which is easy for a child of age 4 to carry) • Water, • 5 Mops, Teaching Methodology: Period 1 • The educator will first sit with the children in a circle and tell them that they are going to mop the classroom. • She will give a demonstration of how to use the mop, how to dip it in the water and to squeeze out the excess water and then mop from one side to another. • Now she will take 4 children along with her. She will give them 1 bucket each and ask them to fill it - half. (size of the bucket should be according to the comfortable level of children). • Now she will ask those children to carry the half filled bucket to the class room. • Now she will divide the children into 4 groups 5 in each group. Same way she will divide the class room into half by drawing a line in between. • She will give one half - filled bucket and a mop to each child in the group. • Now she will ask one child in each group to do mopping in same way all the children will take turn. Note: After half of the group will (that is 5 children) complete mopping she will ask them to change the water as it becomes dirty. After all the children complete their activity she will make them wash their hands with soap properly.
Subject: Art & Craft Topic: Kite Making
No. of Periods: 4
Fortnight : 13
Learning Outcome: • Develops fine motor skills. • They will be aware of the festival (Uttarayan) and how it is celebrated. Teaching Aids: • Origami Paper
• Fevicol
• Drawing Book
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Teaching Methodology: • The educator will give origami paper to each child. • She will demonstrate how to hold the paper and fold it exactly into half from the centre and to form a triangle. • Then she folds the sides of the triangle (½ inch) from both the sides. • The children will follow the same. • Then she will turn the paper and keep it upside down fold it, from the folded side she will fold one corner of the triangle to meet the tip of the triangle. Similarly she will fold the other corner of the triangle to meet the tip of the triangle. • Now stick the kite in the drawing book. Note: Please look at the picture of the kite given to follow the instructions given.
Subject : Saturday Visit Topic: Sundervan
Fortnight : 13
Learning Outcomes: • Refer to Saturday Visit Fortnight 1 • Will make the children aware of various farm animals and different types of snakes. Teaching Aids: Sundervan – A Fowl Farm and Snake Park Teaching Methodology: Refer to Saturday Visit Fortnight 1 Note: • The educator should be alert and also discourage children from talking to strangers. • The educator should also be alert that strangers do not take photographs of the children.
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Teaching Learning Materials Used In this Fortnight
Fortnight : 13 – Block Room – A True Experience Of Art And Form
Fortnight : 13 – GMS – Log
Fortnight : 13 – Art & Craft – Kite Making
Pattern Writing – 18
Pattern Writing – 19 374
Pattern Writing – 20
Subject: GMS Topic: Balancing a book on the head
No. of Periods: 2
Fortnight : 14
Learning Outcomes: • Children will develop controlled movement of their body. Teaching Aids: • Bean bag (2) • Book (small size not too heavy) Teaching Methodology: • The educator will make the children sit in a line and then she will demonstrate. • She will put the bean bag on the head, stretch her arm by her sides (in order to balance the bean bag on the head) and she will walk forward slowly. • She will call out two children at a time to do the same and the children will follow as demonstrated by the educator. • In the same way all children will do the balancing activity one after the other. • The educator once children have learnt balancing the bean bag she can give them small books to balance. Note: • The educator should make sure that each and every child learns to do this balancing activity. • A sort of race also can be conducted in balancing using bean bag or a cup of water etc.
Subject: FMS Topic: Sorting Grains
No. of Periods: 4
Fortnight : 14
Learning Outcomes: • Enhances eye – hand co-ordination. • Improves concentration. Teaching Aids: • Different types of mixed grain. • Small bowls Teaching Methodology: Period 1 • The educator will demonstrate. • She will take a handful of mixed grains in a bowl. • Then she will sort out the grains on the floor – she keep each type of grain a little far from the other. • Then she will divide the children into groups of 10 (2 groups). • Later she will take handful of grains in a bowl and give it to each child of group 1. • Children will follow the activity. • Group 2 will be engaged in some constructive activity. Period 2 • Next group of children will follow the same activity
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Subject: Circle Time Topic: Listening game
No. of Periods: 2
Fortnight : 14
Learning Outcomes: • Develops concentration level. Teaching Aids: None Teaching Methodology: • The educator will ask the children to form a line. Then she will take them to a very quiet and calm place anywhere in the campus. • Now she will ask them to make a circle and settle down. She will then tell them that they are going to play a listening game and for that they have to maintain complete silence so that they can hear the sound clearly. • She will ask them to close their eyes and concentrate and to hear to the sounds coming from their surrounding, garden or any other nearby place. • Now each child will share turn by turn what sounds she/he heard for e.g. Sound of birds chirping, children singing in other class, sound of water, someone walking etc. Subject: Circle Time Topic: Nature walk
No. of Periods: 1
Fortnight : 14
Learning Outcomes: • Children will learn to observe the environment. Teaching Aids: None Teaching Methodology: • The educator will ask the children to stand in a circle. • She will tell them that today they will go for nature walk to the Teakwood forest. • Now she will ask them to form a line. • They all will move towards the teak wood forest observing different types of birds, trees, flowers etc on the way to teakwood forest. • In the teak wood forest they will see different types of tree like Amla, Chickoo, Lemon, Bamboo, Guava etc and their fruits. • The educator will show them different trees and tell them the name of the trees. Eg: Lemon, Amla, Bamboo, Guava etc. • She will show them the fruit of the tree and also make them smell the leaves of lemon trees and ask them “Can you relate the smell of the leaf with any vegetable? • The children may give different answers and then the educator will tell them it is leaf of a lemon tree. • The educator will tell them about different birds and insects seen in the forest. Note: After coming back the educator will ask the children what all did they see in the nature walk.
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Subject: Circle Time No. of Periods: 4 Topic: Animals and their young ones Revision walk Revision of animals and their young ones
Fortnight : 14
Subject: Circle Time No. of Periods: 2 Fortnight : 14 Topic: Mime game Learning Outcomes: • Children will learn to think about their activities and to express themselves with action. Teaching Aids: None Teaching Methodology: • The educator will ask the children to stand in a circle and she will ask them what they do when they get up in the morning. • She will explain from the beginning that is time to get up, brush, drink milk, have breakfast and getting ready to come to school etc. • She will then show them these activities with action and ask each child to guess the activity. • Then she will ask children to enact any activity and she will guess. • Give every child a chance. Subject: Rhymes & Songs No. of Periods: 6 Fortnight : 14 Topic: Song – I am h-a-p-p-y / Revision Learning Outcomes: • Children will be able to recite a rhyme on their own with action and expression. • They will be aware of new words. • Their comprehension level will improve. Teaching Aids: • Song – I Am H-a-p-p-y (attached) Teaching Methodology: • Refer to Rhymes and Songs Fortnight 1 I am h _a _p _p _y, I am h _a _p _p _y, I am h _a _p _p _y I am happy all the time I am (clap)_a _p _p _y, I am (clap)_a _p _p _y, I am (clap)_a _p _p _y I am happy all the time I am (clap)_(clap)_p _p _y, I am (clap)_(clap)_p _p _y, I am (clap)_(clap)_p _p _y I am happy all the time I am (clap)_(clap)_ (clap)_p _y, I am (clap)_(clap)_ (clap)_p _y, I am (clap)_(clap)_ (clap)_p _y I am happy all the time I am (clap)_(clap)_ (clap)_ (clap)_y, I am (clap)_(clap)_ (clap)_ (clap)_y, I am (clap)_(clap)_ (clap)_ (clap)_y I am happy all the time I am (clap)_(clap)_ (clap)_ (clap)_ (clap), I am (clap)_(clap)_ (clap)_ (clap)_ (clap), I am (clap)_(clap)_ (clap)_ (clap)_ (clap) I am happy all the time Note: Revise all earlier rhymes before a new one is introduced.
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Subject: English No. of Periods: 3 Fortnight : 14 Topic: Revision of alphabets & 2 letter words. Introduction of three letter words
Learning Outcomes: • Children will able to read the three letter words and understand the meaning of the words. • Enhance the ability to form sentences. Teaching Aid • Flash cards • Black board • Words at bat cat hat
ap
an
ag
ar
ad
gap
pan
wag
car
bad
map
van
tag
jar
dad
lap
can
rag
far
sad
Teaching Methodology: Period 1 • Before starting 3 letter words, the educator will ensure that the children are thorough with 2 letter words. • She will revise the 2 letter words. • She will write ‘at’ on the board and ask one child randomly to recognize and read the 2 letter word (turn by turn she will ask all the children ) Eg.
a
n
a
an
p
a
ap
t
at
• Now she will write c before the two letter word and tell them this is ‘at’ if we add c before at it will become ‘cat’. Same way she will introduce other 3 letter words. E.g. ap - lap , an – pan, ag- wag Period 2 • Now next day she will introduce ap - gap words the same way. • She will show them the flash cards. • The teacher will introduce all the 3 letter words the same way. • They will also do Worksheets: 5, 6, 7, 8 and 10. en hen
et
ed
eg
bet
bed
keg
pen
set
red
leg
ten
wet
led
peg
Note: The educator will encourage the children to read all three letter words everyday for 15mins anytime during the day.
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Subject: English Topic: Pattern writing.
No. of Periods: 1
Fortnight : 14
Learning Outcomes: Refer to Fortnight 7 Teaching Aids: • Blackboard, chalk • Pattern writing worksheet 21, 22, 23 Teaching Methodology: Refer to Fortnight 7 Subject: Maths No. of Periods:8 Topic: Revision of oral counting 1 to 30
Fortnight : 14
Revision of oral counting 1 to 30 Worksheet: 57,54,38,40 Subject: Story Telling Topic: 1. Cinderella
No. of Periods: 6
Fortnight : 14
Learning Outcomes: • Refer to storytelling Fortnight 1 • Children will be able to comprehend a story. • Will know that there is a sequence in a story. • Will be able to narrate the story. • Will enhance their vocabulary. Teaching Aids: • Flash cards / puppets related to the characters in the story. • The story book with big pictures. 1. Cinderella Teaching Methodology: • Refer to storytelling Fortnight 1 Note: • Use simple sentences and remembers children love listening to same story again and again enact it as if you are saying it for the first time. • All stories need not have a moral-so do not always stress on the question “ So what did you learn?”
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Cinderella There was a very pretty little girl who lived with her father and mother in a big house. One day the girl’s mother died and her father married again. The new wife had two daughters of her own. The girls were not pretty at all and so they hated their beautiful step sister. They made her to all the house work. They made her sweep, mop, wash clothes and dishes. She was also made to iron their clothes and dress them up. The girl would be tired after all this work and would sit close to the fire to keep warm. The two ugly sisters always found her sitting among the cinders (live coals) and so they named her Cinderella. One day a messenger came from the king’s castle with an invitation for a ball. The prince was to choose a bride for himself at his ball. At once the two step sisters and their mother decided what they would wear and told Cinderella to get their new dresses ready. Cinderella too wanted to go to the ball but her step sisters laughed at her. “ Look at matted and shorn, no, you cannot come to the ball with us. The prince will never look at you” they said. Cinderella felt sad but helped her sisters and step mother to dress up. After they were gone, Cinderella sat near the fire and cried, “I wish I too could go to the Prince’s ball” she wept. At once a bright light shone and there stood before her, her fairy Godmother, “ why are you weeping my child?” she asked kindly. “ Everybody has gone to the Prince’s ball tonight,” said Cinderella sadly. “I wish to go too.” “So you shall,” granted her Fairy Godmother and waved her wand. Cinderella’s dress changed into a pretty gown. “How shall I go?” wondered Cinderella, “ I have no carriage.” “Fetch me a pumpkin and some mice,” ordered her fairy godmother. Cinderella did so. The Fairy Godmother waved her wand. The pumpkin changed into horses, a driver and a footman. Cinderella was about to get in. “wait,” said her Fairy Godmother and waved her magic wand. At once Cinderella’s shoes changed into the most beautiful glass slippers. “Now,” said her Fairy Godmother. “You may go to the prince’s ball. But remember you must return before the clock strikes twelve, or your pretty gown, your glass slippers and the carriage will disappear. “I will remember,” said Cinderella as she rode away in the carriage. In the palace the Prince was getting restless. There were a lot of pretty and not so pretty girls who wanted to dance with him. But he did not like any of them. The ugly sisters tried their best to make friends with him. But he just turned away. Then Cinderella entered the room and her beauty took the prince’s breath away. “That is the girl, I want to dance with,” he said and led Cinderella to the dance floor. The whole evening the prince danced with her. Everybody wondered who the pretty girl was. The king and queen were happy. They knew the prince had at last found his bride. Prince charming and Cinderella were so happy with each other, they forgot there were other people in the room. They even forgot the time.
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It was only when the clock struck twelve that Cinderella remembered what the Fairy Godmother had said. Prince charming was saying, “I want to marry you, will you marry me?” But Cinderella flew out of his arms. She ran so fast, one of glass slipper came off on the stairs. Cinderella did not stop. She ran out of the palace doors. But her carriage had turned into a pumpkin and the horses, driver and footman into mice. She looked at herself and found her beautiful gown had turned into her tatted dress. Cinderella ran all the way home and once again sat among the cinders. Prince charming who had tired running after Cinderella had found her glass slipper. He picked it up and went to the king. “I will only marry the girl, whose foot fits this slipper,” he declared. The next morning the king sent his courtier with the small, pretty glass on a velvet cushion, “Go to every house in the kingdom,” he ordered the courtier. “Let every girl women try on the glass slipper. The one whose foot fits the slipper, will be my son’s bride.” The courtier went to every house. Girls and women, fat and small, big and tall, thin and crooked all tired to make their foot fit the tiny glass slipper. But it was of no use. Finally the courtier reached Cinderella’s house. The step sisters had been waiting for the messenger. The moment they saw him they rushed to try on the glass slipper. But their feet were just too large. “May I try, please?” said Cinderella softly as the courtier got up to go. “Why not?” said he. The ugly sisters and their stepmother just laughed at her. “Look at her, poor little Cinderella of the clothes and torn shoes, how can the glass slipper fit her?” But the moment Cinderella’s foot touched the glass slipper, her foot slid in like it was made for her. At once her tattered clothes fell off and she was dressed in the same beautiful gown. The other glass slipper appeared on her foot and she became the beautiful girl with whom prince charming had fallen in love. The happy courtier rushed to the palace with the news. Prince Charming was married Cinderella in a grand ceremony. The whole town rejoiced. Cinderella’s father was very happy for her. Her step mother and her stepsisters were very happy and proud too of their “Cinderella,” who lived with her Prince Charming.
Subject: Science & Geo Topic: Buffer week
No. of Periods: 4
Fortnight : 14
• Revise all topics done earlier. If any back log, it will be done. • This period can be used for revision of some of the activities done so far.
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Subject: Block Room Topic: Cella
No. of Periods:3
Fortnight : 14
Learning Outcomes: • Develops concentration and eye-hand co-ordination. • Can come up with some extra ordinary pattern. Teaching aid: • Small cube and 8 blues pieces of blocks of varying sizes from big to small which can fit in each piece. Methodology: • The educator will make the children sit in a circle and demonstrate how to go about. • She will take out the blocks from the box and keep it in front of the children. • She will put one into another and make a chamber, make a stair case, flower etc. • She will then give the children to explore and come out with unique and different patterns.
Subject: Block Room Topic: Gift 4
No. of Periods: 3
Fortnight : 14
Learning Outcomes: • Will help in the development of finger muscles. • Will learn the underlying concept of unity of parts moving through various forms and returning to the while. • Will learn the six faces twelve edges and eight corners of each cube. • Sorting, counting, fractions (parts of whole) can be learnt Teaching aid: • 8 wooden cuboids, 2 inches by 1 inch by ½ inch in size, Mat Teaching Methodology: Period 1 • The educator will make the children sit around in a circle • She will take the mat, Gift box and the pattern sheets and show them. [Patterns sheets and Mat format attached Pg. 683 & 684]. • She will first show the children how to open and close the box. • Slide the lid and take out the lid, turn it upside down (i.e. label facing down), now cover the box. • She will then invert the box, invert the box by holding the lid with fingers, on the mat (in one corner of the mat).
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• She will now slide out the lid slowly and keep it aside. She will now lift the box upwards slowly and keep it aside. The 8 pieces will be there in the form of a cube on the mat. • She will then count the cubes and place them next to each other in a line on the mat. • She will then count the faces, edges and corners of the cube. (6, 12 and 8 respectively) and show them. • Then she will put back all the cubes in the form of a cube in one corner of the mat. • She will put the box over the cube and then show them how to wind up. • Hold the box in the left hand and with the right hand lift the mat slightly so that all the cubes go inside the box. • Then she will show and tell them to follow this method of opening and closing always. Period 2 • She will take the mat and the sheets and also the box and open it according to the procedure. • She will start with the cube (she will use only the thumb, index and middle finger to move the cubes) and progress one cube at a time – changing and evolving a design. Once the design is made, the child will make the cube again at the corner of the mat. This will promote the logical and orderly ideas in a child’s mind. • She will show few patterns and then tell the children to work with the Gift. • The educator should follow the child’s invention and not tell what to do with the cubes. Note: • Few classes should be taken only for opening and closing of the box. • While working with the gift, they have to use only the thumb, pointer and the middle finger (Tripod grip) • The educator can initially make the children to keep the left hand at the back and tell them to use only the right hand finger that is used for writing or vice-versa depending on which hand the child is comfortable with.
Subject: PLS No. of Periods: 4 Topic: Pouring water with a spoon in a bottle
Learning Outcomes: • Enhances eye - hand co ordination. • Develops concentration. Teaching Aids: • Bottle (5 small size) • Spoon (5 small size)
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• Water • Bowl
Fortnight : 14
Teaching Methodology: Period 1 • The educator will 1st demonstrate. • She will bring water in a bowl from a nearby tap without spilling it. • Then she will ask the children to form a semi-circle. She will sit in front of them. • Then she will start pouring the water with the help of a spoon into the bottle. • She will continue the activity till the bottle gets completely filled(without spilling water). • Then she will call out names (5 at a time) and ask them to fill the water in a big bowl. • Then she will give a bottle and a spoon and then ask them to follow the activity. Period 2 • The remaining children will do their activity in next period. Note: When the child finishes the activity then he/she will empty the bowl and bottle and will give it to the next child. If the child has spilled the water then he/she will mop the place.
Subject: Art & Craft Topic: Making a phone
No. of Periods: 4
Fortnight : 14
Learning Outcomes: • Develops of fine motor skills. • The children will be aware of the concept that sound passes through a medium. Teaching Aids: • 2 disposable glasses • A thin kite thread • Needle Teaching Methodology: • The educator will take 2 disposable glasses and make hole on the glass with a needle. • Then she will demonstrate how to pass the end of the thread from the hole and tie a knot from inside the glass. • The other end of the thread is passed from hole of another glass and a knot is tied inside the glass. • Then she will place 1 glass on the mouth and another glass on ear of a child. She will speak something very softly and the voice passes through the tread and is heard from another glass
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Subject : Saturday Visit Topic: Church
Fortnight : 14
Learning Outcomes: • Refer to Saturday Visit Fortnight 1 • Place of worship-Will make the children aware about where the Christian community goes to worship. Teaching Aids: • Church Teaching Methodology: • Refer to Saturday Visit Fortnight 1 Note: • The educator should be alert and also discourage children from talking to strangers. • The educator should also be alert that strangers do not take photographs of the children. Teaching Learning Materials Used In this Fortnight
Fortnight : 14 – Block Room – Cella
Pattern Writing – 21
Pattern Writing – 22 385
Pattern Writing – 23
Subject: GMS Topic: Hanging on a monkey ladder
No. of Periods: 2
Fortnight : 15
Learning Outcomes: • Will develop arm muscles. • Will develop leg muscles. Teaching Aids: • Monkey bar. Teaching Methodology: Period 1 • The educator will make the children remove shoes and socks and form a line. • Then she will take the children to the garden and make them sit at a distance. • The educator will demonstrate how to climb and hang/swing. • Then she will ask them one by one to climb the monkey ladder and then hang for few seconds and then come down. • She will instruct them to be careful. • In the same way all the children will do the activity. Period 2 • The educator will observe each child and encourage them to do the activity at last 2 to 3 times. • She will motivate the children who are scared and not willing to try. Subject: FMS No. of Periods: 4 Topic: Arranging the tamarind seed on the given shapes
Fortnight : 15
Learning Outcomes: • Will enhance eye – hand coordination. • Will help them to learn different shapes. Teaching Aids: • Chalk (To draw shapes) • Tamarind seed/any flat beads / buttons. • Bowl (To carry tamarind seed) Teaching Methodology: • The educator will first draw a shape on the floor (any shape like square, circle, and triangle). • Then she will demonstrate how to arrange tamarind seed on the edges of shape drawn. • Then she will draw different shape on the floor of the class and also ask the children to draw different shapes and encourage them to create new shapes. • She will give tamarind seed to children in a bowl individually and ask them to arrange the grains on the shape drawn Extended activity: • The educator will draw funny shapes and ask children to arrange tamarind seed on it.
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Subject: Circle time No. of Periods: 5 Topic: Your friend Talking and sharing about their friends
Fortnight : 15
Learning Outcomes: • The children will learn to express their opinions and views. • Will develop the ability to share in a group. Teaching Aids: None Teaching Methodology: Period 1
• The educator will sit with the children in a circle. • She will start the topic by asking the children – “Do you all have friends?” so today we will talk about your friends, what you like about your friend and anything you want to share about your friend. • Each child will share turn by turn. • Example: I like Foram because she helps me in arranging the puzzles. • The children will begin by telling the name of their friend or friends and then share as many things about him or her. • The educator will ask questions such as “which game do you play with your friend?”, “Do you go out with your friend?”she will try and encourage the child to share more about their friends. • She will tell them we should take care for our friends and help them. • She will continue the activity till each child gets a chance or lose interest. Period 2 to 5 • She will continue the same topic in period 2 and the children who have not participated or not got turn will share. Note: • If a child is very quiet or shy then the educator will encourage and motivate her to share. • e.g. who is your friend? Do you like to play with her? And what else do you like about her? Subject: Circle time Topic: Importance of being punctual
No. of Periods: 3
Fortnight : 15
Learning Outcomes: • Will Inculcate punctuality • Will know about the importance of time. • Will learn to use time wisely Teaching Aids: None Teaching Methodology: • The educator will make the children sit in a circle. • She will ask few questions like. 1. What time your school bus reaches your stop? 2. At what time do you leave the house? etc. • Then she will explain- If you reach the bus stop at 8.15 am when your bus timing is 8.00 am, will you be able to board the bus? No. Leave your home early i.e. around 7.45 am and reach 5 minutes before, so you won’t miss the bus. • She will question the children so on and make each child realise how important is to do things on time even in our daily routine.
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Subject: Circle time Topic: In and out game
No. of Periods: 2
Fortnight : 15
Learning Outcomes: • Will increase their concentration level. • Will have fun. Teaching Aids: Chalk Teaching Methodology: • The educator will draw a circle on the floor and will make children stand beside the circle. • She will explain to them that children have to jump inside the circle when she will say ‘in’ and they have to jump outside the circle when she will say ‘out’. • She will start by saying ‘in………out…….in…….in……..out………out”. • If any child is late in reacting then she will be out. Note: She will continue the game until she feels it is enough or the children are losing interest.
Subject: Rhymes and Songs Topic: Round And Round / c.adomama
No. of Periods: 6 c.adomama
Fortnight : 15
/ Hickory Dickory Dock
Learning Outcomes: • Children will be able to recite a rhyme on their own with action and expression. • They will be aware of new words. • Their comprehension level will improve. Teaching Aids: • Rhyme Book – 1. Round And Round (Pg. 15) 2. c.adomama c.adomama (Pg. 44) 3.Hickory Dickory Dock (Pg. 11) Teaching Methodology: • Refer to Rhymes and Songs Fortnight 1 Note: • Revise all earlier rhymes before a new one is introduced. • Devote two period for each rhyme.
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Subject: English No. of Periods: 7 Fortnight : 15 Topic: Revision of 2 letter words, Introduction of three letter words
Learning Outcomes: • Children will able to read the three letter words and understand meaning of the word. • Enhance the ability to frame sentences Teaching Aids: • Flash cards • Black board • Words : ‘i’ family, Worksheet: 12,19 and 21 in id ig ib it ip bin kid big bib hit lip tin lid fig nib kit sip fin hid dig rib lit dip Teaching Methodology: • Refer to Fortnight 14
Subject: English Topic: Pattern writing.
No. of Periods: 1
Fortnight : 15
Learning Outcomes: Refer to Fortnight 7 Teaching Aids: • Blackboard, chalk • Pattern writing worksheet 24, 25, 26 Teaching Methodology: Refer to Fortnight 7
Subject: Maths Topic: After numbers (1 to 10)
No. of Periods: 8
Fortnight : 15
Learning Outcomes: • Enhances the knowledge of numbers which comes before or after • Learns sequencing. Teaching Aids: • Pencil, eraser, pebbles, twigs, board, chalk • Worksheets 41,42, 58, 59,60, Teaching Methodology: • The educator will sit in the circle along with her children. She will have all Teaching Aids with her. • She will introduce one concept first. She will do ‘after Number’ first. • She will explain the meaning of ‘after’ which means following for example if a blue car is parked behind a red car, the blue car is after the red car.
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• She will make it more clear by keeping two objects in front of them. She will keep one pencil and ask “What is this?” “Pencil” • She will then keep an eraser next to the pencil in a horizontal line and ask “What did I keep after the pencil” – Eraser • She will then keep many objects and will make the concept clearer. She keeps adding objects on the right of the previous object. • Once the children are clear with the meaning of after, she will write a number on the floor. e.g. 4 ___. • She will then ask “Where is the blank ?” after the number 4 which means we have to write the number which comes after 4 i.e. number ‘5’. • In the same way she will do all the numbers 1 to 10. Note: • Allow children to understand the pattern of after numbers. • Put flash cards of numbers 1 to 10 in a sequence on the soft board as that children can see it every day.
Subject: Story Telling Topic: 1. Jack And The Beanstalk.
No. of Periods: 6
Fortnight : 15
Learning Outcomes: • Children will be able to comprehend a story. • Will know that there is a sequence in a story. • Will be able to narrate the story. • Will enhance their vocabulary. Teaching Aids: • Flash cards / puppets related to the characters in the story. • The story book with big pictures. 1. Jack and the Beanstalk. Teaching Methodology: • Refer to Story Telling Fortnight 1 Note: • Use simple sentences and remembers children love listening to same story again and again enact it as if you are saying it for the first time. • All stories need not have a moral-so do not always stress on the question “So what did you learn?”
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Jack and the Beanstalk Long ago, in the days when King Alfred ruled England, lived a little boy called Jack, with his mother, in a small cottage, on their farm. Jack and his mother were so poor they barely had enough to eat. They slept on the cold floor because there was no furniture in the house. Jack’s father had been a farmer. But he died there was no-one to look after the farm. Jack was too small to dig and plough. The money his father had left them was now all gone. One day his mother told Jack, “Son, you will have to take our cow to the market and sell her.” This made Jack very sad but he knew he had to do what his mother told him. He set off with the cow. He had not gone very far when he met a kind old man. The old man felt very sorry for Jack. He wanted to buy the cow but he had no money. So he gave Jack some beans, Jack was happy. He took the beans home to his mother. But his mother was angry. She had hoped to see gold coins and here Jack was giving her some ordinary beans. She threw them out of the window angrily. Jack cried himself to sleep that night. But the next morning when he awoke, he was surprised to see a strong, tall, beanstalk clinging to his window. The beanstalk went so high in the clouds Jack could not see the top. ’I must find the top of the beanstalk’ thought Jack to himself and began climbing it. When he reached and the very top, in the evening, he found he was on a mountain. He was tired and hungry. A fairy greeted him and said, “See that castle, Jack? A wicked Giant lives in it. He loves to eat boys. But if you are brave you could defeat him and become rich.” Jack was not afraid at all. He thanked the fairy went to the castle. He knocked on the door with big knocker. “Who is there?” called out the Giantess as she peeped from the window. She saw Jack looking tired and hungry and opened the door at once. She gave Jack some food to eat. Jack was enjoying his dinner when the Giantess looked very scared. “My husband has come here,” she cried “He loves to eat little boys.” “Quick, hide me “said Jack, and the Giantess hid him in the copper pot. Banging and stamping in came the giant and said, “Fee. Fi fo, fum….. I smell the blood of an Englishman,” he went round the house sniffing and smelling, poking in corners and peeping behind chairs. Then he saw his dinner on the table and became hungrier because of the lovely aroma. He sat down to eat finished every bit of food drinks on the table. Jack had lifted the lid of the copper pot to watch the giant. Now he saw him take out a bag full of gold coins from his pocket and put it on the table. The giant was so tired and his stomach was so full that he fell fast asleep in his chair. Jack watching all this, knew now was the time to escape. He came out of the copper pot and picked up the bag of gold coin. Then running to the window he jumped onto the beanstalk and reached his own house.
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His mother was very happy to see him. She was happier still to see bag of gold coins. But Jack was restless. The Giantess had told him, “My husband has a wonderful hen who lays golden eggs. He also has golden harp that sings beautifully.” And Jack was thinking, ‘This gold will soon be over, but if we had that hen, she would keep laying golden eggs and we would never be poor.’ The very next day Jack climbed the beanstalk and went into the Giant’s castle. No one was at home, so he picked up the hen and brought her back with him safely. But Jack could not forget the golden harp, he had seen in thee Giant’s castle. The Giants wife had told him that it played the most beautiful the most tunes by itself. Now Jack wanted the golden harp. So the next afternoon he climbed the beanstalk again. This time the giant was asleep in the castle. The moment Jack picked up the harp, it began calling “Master, Master somebody is stealing me---“. The giant woke up and picked up his club. But by that time Jack had run to the window as fast as he could but the Giant was following him and the beanstalk was shaking from side to side. Jack reached the bottom and called out to his mother. She came running with knife. Jack cut off the strong beanstalk and the giant to the ground. Jack and his mother looked after him till he got well. The Giant was so happy with their care he gave them all three, the gold coins, the hen that laid golden eggs and the golden harp. So Jack and his mother were never poor again.
Subject: Science & Geo Topic: Modes of Transportation
No. of Periods: 4
Fortnight : 15
Learning Outcomes: • Children will aware of different types of modes of transportation. Teaching Aids: • Model of a scooter, car, cycle etc. • Pictures Teaching Methodology: Period 1&2 • The educator will ask how their parents go to office, shopping, and friend’s house. As they come up with their answer, she will write on the board. For e.g. car, scooter, bus. She will then explain that these vehicles run on road, so they are known as roadways. • Then she will ask if you want to go to your grandfather’s house in Delhi or go for a vacation outside Ahmedabad – how will you go? Children will come up with answers like aeroplane, train • The educator will explain that the aeroplane flies in the air so it is airway transportation. She will tell the children about other vehicles which fly like helicopter, space shuttle. She will also show pictures of air transportation. • The educator will also explain about the vehicles which use water as the medium like boat, ship, submarine are called waterways transport.
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• The educator will also explain about a train which is used by large number of people. • She will also talk about the purpose behind using various transports discussing the time taken and the cost. Period 3&4 • Related worksheet will be done where the children will be asked to colour the vehicles which move on land air/water.
Subject: Block Room Topic: L-Angle
No. of Periods: 3
Fortnight : 15
Learning Outcomes: • Will develop eye hand co-ordination Teaching Aids: • Wooden Angles – 8 pieces of different sizes, cube-1 and stand – 1 Teaching Methodology: • The teacher will make the children sit in a circle and demonstrate. • She will take the box and place it on the table and show the angles of different sizes, cube and stand. • She will place the angle on the floor without making noise. • She will make and show different patterns using the L- Angle game Eg: • Keep the stand as a base and arrange the angle one above the other according to the size of the angles (may be from big to small or vice a versa. • Make a square using 2 angles and make a small square and the rest inside the other smaller angle according to the sizes. • And teacher will show how to wind up and the method to arrange back the angles and cube and stand in the box. • Then the children will do as demonstrated.
Subject: Block Room Topic: Gift 4
No. of Periods: 3
Fortnight : 15
Learning Outcomes: • Refer to Fortnight : 14 • Will help in the development of finger muscles. • Will learn the underlying concept of unity of parts moving through various forms and returning to the while. • Will learn the six faces twelve edges and eight corners of each cube. • Sorting, counting, fractions (parts of whole) can be learnt Teaching aid: • Refer to Fortnight : 14 Teaching Methodology: • Refer to Fortnight : 14
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Subject: PLS Topic: Using a lock and key
No. of Periods: 2
Fortnight : 15
Learning Outcomes: • Will enhance eye - hand co ordination. • Will be independent and self reliant. • Will help in the development of fine motor skills. Teaching Aids: • A lock and its key (1 set). Teaching Methodology: Period 1 • The educator will sit along with the children in the garden (activity not limited to class boundaries) or anywhere in the campus. • She will carry a lock and key along with her. She will show it and ask children what it is? • When she gets the answer she will ask, do you know how to use it? How to open it? And How to close it? • 3 to 4 children may say yes then she will pass lock and key to those children and see whether they can do it or not. • After these children try she will demonstrate that when they turn the key anti clock wise. That is move the key from right to left, the lock will close and when they turn the key in the opposite direction that is clockwise direction left to right then the lock will open. • Then she will pass it to the child next to her. Same way each and every child will get a chance and do it as demonstrated by the educator. Note: Lock and key should be available in the class and kept in a handy place from where the children can take and use it after the activity is over. Each and every child should learn to open and close a lock. Subject: PLS Topic: Opening and closing of a jar
No. of Periods: 2
Fortnight : 15
Learning Outcomes: • Will enhance eye - hand co ordination. • Will be independent and self reliant. • Will help in the development of fine motor skills. Teaching Aids: • 5 jars of same size Teaching Methodology: • The educator will demonstrate. • She will take a jar and instruct the children that when we turn it clock wise from left to right the lid of the jar will close. • When we turn it anti clockwise from right to left the lid of the jar will close. • She will also tell them that if they are able to do this activity then whenever they want something from a jar and if some elder is not around they can help themselves.
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Note: After doing this activity the educator can place few things like plasticine, beads in jar so that when they want to use those things they will open and close the jar. Subject: Art & Craft Topic: Shading & Scribbling
No. of Periods: 4
Fortnight : 15
Learning Outcomes: • The children will learn what happens when two or more colours are mixed. • The children will learn a new art activity. • Will help in the development of finger muscles which help in writing. Teaching Aids: • Oil pastels • Drawing book • Pencil Teaching Methodology: • Educator will take 3 or 4 light colour of oil pastels, eg: yellow, light green, pink sky blue and scribble with each colour one after another on a small area of a plain paper. • Then she takes black or navy blue and scribbles on all the shades done in. Then she takes a blunt pencil and makes any design on the black coloured flower. • A shaded flower is formed and all the colures used in step/area visible in it. • The children will observe and follow the same procedure in their drawing book. Subject : Saturday Visit Topic: Kankaria Zoo (Birds Section)
Fortnight : 15
Learning Outcomes: • Refer to Saturday Visit Fortnight 1 • Will make the children aware of different types of birds. Teaching Aids: • Zoo (Birds Section) Teaching Methodology: • Refer to Saturday Visit Fortnight 1 Note: • The educator should be alert and also discourage children from talking to strangers. • The educator should also be alert that strangers do not take photographs of the children.
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Teaching Learning Materials Used In this Fortnight
Fortnight : 15 – Block Room – L – Angle
Pattern Writing – 24
Fortnight : 15 – Block Room – Froebel's Gift No. 4
Pattern Writing – 25
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Pattern Writing – 26
Subject: GMS Topic: Jumping in and out of the circle.
No. of Periods: 2
Fortnight : 16
Learning Outcomes: • Children will learn controlled movement of legs and feet. • Jumping develops overall gross motor skill. Teaching Aids: Chalk Teaching Methodology: • The educator will draw a circle in the class with a white chalk. • Then she will divide the children into group of 6. • Then she will demonstrate how to stand on the outline of the circle drawn. She will herself say “in” and jump inside the circle and then say “out” and jump outside the circle. • She will ask one group to come and stand on the outline of the circle. Then will give instruction to the children and they will do the activity as per the demonstration given by the educator. • If any child does not jump in and out as per the instruction the child is out. • The remaining groups will do activity in the same way. Note: Should continue the game until all children are out or she feels the children are losing interest.
Subject: FMS Topic: Sharpening
No. of Periods: 4
Fortnight : 16
Learning Outcomes: • To develop palm and finger muscles. Teaching Aids: • 10 sharpeners. • Pencils. Teaching Methodology: • The educator will demonstrate how to hold the sharpener and put the pencil in it and start rolling the pencil till the pencil is properly sharpened. • She will ask the children to take one pencil. • Now she will divide the children into 10 groups 2 in each and make them partners. • Now she will ask one of the partners from each group to take one small bowl to put the waste. • Now she will give each group one sharpener. • While one child is sharpening the other will observe and then the next will take the turn.
Note: The educator should instruct the children to use the dustbin to throw the sharpening and take care not to drop the waste anywhere in the class. 397
Subject: Circle Time Topic: Wheat field visit
No. of Periods: 4
Fortnight : 16
Learning Outcomes: • The children will come to know how wheat grows. Teaching Aids: Wheat field Teaching Methodology: Period 1 &2 • The educator should arrange a visit during the winter season (that is January end or February beginning). • Before taking the children to the visit the educator will talk and brief about the wheat field visit. • They will sit in the circle and the educator will ask them about their regular diet that is roti, sabji, dal, rice etc. • Then she will ask them with what do we make roti? If they are not able to answer then she will answer. It is made of wheat flour. We get wheat flour from wheat. Period 3&4 • So we are going for a wheat field visit. • They will observe the field. Educator will explain to them that the farmer sows the seed i.e. wheat, waters the fields regularly and take cares of the field. • When it grows initially it is green in colour. • When it turns to a golden colour the crop is ready for harvesting • After harvesting the crop, they remove the wheat and then the farmers go to the market and sell the crop. • The people buy it from shops, malls etc and it comes home. Note: After the visit educator can have a discussion about their visit what did they observe. Subject: Circle Time Topic: Being Sensitive and Caring
No. of Periods: 2
Fortnight : 16
Learning Outcomes: • Enhances sensitivity. Teaching Aids: None Teaching Methodology: • The educator will sit with the children in a circle and ask them if any one of them falls down then what will they do? • She will first listen to children and will explain nicely that in such cases none should laugh, they should try to help their friend to stand and to walk. They should see if she has got injured. • She will also tell them that as they are too small they should inform any teacher or adult about that incident for help. • She will tell the children that they should be caring and sensitive towards everybody and they should always be ready to help their friend whenever needed.
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• Safety at home: They should be taught not to play with switches, plug points, sharp things like knife, scissors, sharp tools, screw drivers etc and matches, lighter, mixer gas stove etc. • Safety while walking on the road: 1. To walk on the left side of the road, not to run, hold elder’s hand. 2. Not to go with stranger etc. 3. Be careful while crossing the road. 4. We must cross the road on zebra crossing only. 5. Walk on the footpath. 6. Look first on your right and then your left while crossing the road. 7. Do not play or run on the road. 8. Do not put your head or hand out to a moving bus or car. 9. Do not climb in or get down when the bus is moving. Subject: Circle Time Topic: Find your partner game
No. of Periods: 2
Fortnight : 16
Learning Outcomes: • Children revise numbers and two letter words. Teaching Aids: • Rattle • Flash cards 1-20 (two of each number) Teaching Methodology: Period 1 • The educator will sit in a circle with the children with flash cards of numbers 1-20, two flash cards for each number. • She will distribute the flash cards randomly among all children that is each child will get one flash card, she will then ask them to read the number and find their partner. Ex: If a child has got a flash card of number 7 he has to find another child having flash card of number 7. • She will play the rattle and ask the children to start the game and they have to settle down with their respective partners when the rattle stops. • The educator has to ensure that each child recognizes and reads the numbers. • She will help the children those who are not able to recognize and read the number. She will ask them to read and repeat the number many times and then find their partner. • She will then collect the flash card from the children and again will distribute. The children will start the game again. • The educator will make the children play the game for 2 to 3 times. Period 2 • Same way she will take the flash cards of two letter words and follow as it was done with numbers Note: She will continue the game until children lose interest.
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Subject: Circle Time Topic: Khandala Game
No. of Periods: 2
Fortnight : 16
Learning Outcomes: • Develop listening skills. Teaching Aids: Two scarves, a bell Teaching Methodology: • The educator will sit in a circle along with the children and explain about the Khandhala game. • In the Khandala game, the children will stand around in a circle. The educator will choose two children, both will be blind folded. One child will .be given a bell to ring so that the other blind folded child knows where she is. • The blind folded child without the bell will follow the sound of the bell and catch her oponent. If both reaches the edge of the circle then the other children will gently direct them back into the circle. • Now the educator will give a chance to all the children and they will play the game according to the instruction.
Subject: Rhymes and Songs No. of Periods: 6 Topic: I Love Little Kitty / Rock A Bye – Baby / piLlKku poven
Fortnight : 16
Learning Outcomes: • Children will be able to recite a rhyme on their own with action and expression. • They will be aware of new words. • Their comprehension level will improve. Teaching Aids: • Rhyme Book – 1.I Love Little Kitty (Pg. 20) 2. Rock A Bye - Baby (Pg. 22) 3. piLlKku poven (Pg. 42)
Teaching Methodology: • Refer to Rhymes and Songs Fortnight 1 Note: • Revise all earlier rhymes before a new one is introduced. • Devote two period for each rhyme.
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Subject: English No. of Periods: 7 Fortnight : 16 Topic: Revision of two letter words, Introduction of three letter words
Learning Outcomes: • Children will able to read the three letter words and understand meaning of the word. • To enhance the ability of child forming sentences Teaching Aids: • Flash cards • Black board • Words: o - family, Worksheet: 13,18 and 20 og
op
ot
od
ox
oy
fog
hop
got
rod
box
boy
log
top
hot
pod
fox
toy
jog
lop
dot
cod
Teaching Methodology: • Refer to Fortnight 14 Subject: English Topic: Pattern writing.
No. of Periods: 1
Learning Outcomes: Refer to Fortnight 7 Teaching Aids: • Blackboard, chalk • Pattern writing worksheet 27, 28, 29 Teaching Methodology: Refer to Fortnight 7
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Fortnight : 16
Subject: Maths Topic: Before and After Number (1-10)
No. of Periods: 8
Fortnight : 16
Learning Outcomes: • To enhance the knowledge of numbers which come before/after • To help in sequencing. Teaching Aids: • Pencil, eraser, pebble, twigs, board, chalk • Worksheet: 65,66,67 Teaching Methodology: • For before number, she will explain the meaning of before which means “in front of somebody or something.” • She will do the same way as done with after number, but keeping the second object before the first object i.e. to the left of the previous object. • Then she will write a number on the floor. E.g. ____ 2 • She will ask “Where is the blank?” before 2. Which means we have to write the number which comes before 2 i.e. number ‘1’ Extended Activity: • Children can be called out to stand in a horizontal line and a game can be played who stands before ……. And who stand after ……….. etc. Subject: Story Telling Topic: Story telling by children Revision Subject: Science & Geo Topic: Winter Season
No. of Periods: 6
Fortnight : 16
No. of Periods: 2
Fortnight : 16
Learning Outcomes: • Awareness of climatic condition, food, clothes & diseases Teaching Aids: Pictures related to the season Teaching Methodology: Period 1 • The educator will take the children outside & will ask them to close their eyes and feel the cold air. Then she will ask them to open their eyes and will ask – what did you feel? - How is the lawn – is it wet or dry? • As this topic will be done during the winter season, it will be easy for the children to understand the climatic condition. Period 2 • The educator will repeat the previous day’s work and will move on to the type of clothes. • She will call out the children who are wearing jackets, sweaters, pullovers, jacket with hoods, also points to a Ma’am with a shawl. Like this there are a variety of woolen clothes which keep our body warm.
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Period 3 • The educator will talk about the type of food we eat in winter season. She will also talk about the variety of fruits and vegetables available in winter season. She will also talk about the common problem which small children will face in winter that is cough & cold. • While talking about food, she will ask them “do they go out to eat? If some child says she eats ice-cream then she should tell them to have hot and little spicy food in winter. Extended Activity: Related group activity will be done where the class will be divided into four groups and each group will be given different topic like climatic condition, clothes we wear in winter season, fruits & vegetables & food we eat. They will be asked to bring pictures from home and will stick in the class.
Subject: Science & Geo Topic: Sounds of animals
No. of Periods: 2
Fortnight : 16
Learning Outcomes: • Children should be aware of sounds of different animals.. Teaching Aids: Teaching Methodology: • First the educator will sit with the children in a circle and ask them to tell names of some animals. • She will make a sound eg. Dogs like ‘Bow Bow!’ tell them to repeat it and then she will tell that it is called barking. • She will tell ‘dog barks’ and make the children repeat the same. A cat mews A monkey whoops A lion roars A goat bleats A cow moos A horse neighs • Similarly she will continue this activity by making sound of different animals. • She will revise the same activity. • Then in between she will say ‘stop’ and tell the next child to choose new animal sound so on until she will say stop and process will go on. Note: Educator should keep in mind some particular sound of animals beforehand. She should feel free to make the various sounds without any inhibitions.
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Subject: Block room Topic: Colour Tablets (primary)
No. of Periods: 2
Fortnight : 16
Learning Outcomes: • To provide the children with a key to orient themselves to the world of colours. • To develop the ability to discriminate colours. Teaching Aids: • A box containing colour tablets-6 tablets; a pair each of the primary colours (red, yellow, blue). These are the most sharply contrasted colours. Teaching Methodology: • The educator will: Take the red, yellow and blue tablets (with their matching pair) out of the box with both hands. • Place each tablet randomly on the table next to the box. • Pick up the box replace the lid onto the box and place it behind her. • Pick up one of the red tablets using her right thumb and index finger holding the “frame” part of the tablet. • Place it near the top of the table and away from the other tablets. • Then tell the children, “I am looking for one just like it” • Choose the other red tablet and gently place it directly next to the first red tablet. • Then pick up the yellow tablets and place it under the first red tablet. • Ask the children “can you find the one just like it? • Match the yellow in the same way as the red. • Place one of the blue tablets under the first yellow tablet. • Match the blue tablet in the same way as the red.
Note: • The educator will bring the children to the shelves and show the children how to carry the box and place it near the top right corner of a table. Make the children sit to her left side and she will sit with the box in front of her.
Subject: Block room
No. of Periods: 1
Fortnight : 16
Topic: Colour Tablets (secondary)
Learning Outcomes: • To provide the children with a key to orient themselves in the world of colours.
• To develop the ability to discriminate colours and know more colours along with primary colours. Teaching Aids: • A box containing colour tablets - 22 tablets; a pair each of the primary colours, the secondary colours (green, orange, purple) and also pink, brown, black, white and grey Teaching Methodology: • The educator will: Take the red, yellow, blue, green, orange and purple tablets (with their matching pair) out of the box with both hands and make it evident that she is not touching the coloured part. • Place each tablet randomly on the table, next to the box • Pick up one of the red tablets using her right thumb and index finger and hold the ‘frame’ part of the tablet • Place it near the top of the table and away from the other tablets
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• Then ask the child to place the one that looks just like it next to it. • Have the child choose the next colour and place it directly under the first red tablet. Then the educator will find its match. • Have the child choose another colour and then match it until all of the colours have been matched. (Show the child where to place the tablets in a column once the first column is done.) • Take out the other colours and place them randomly on the table to the left of the box. • Have the child match these colours as well • When the child has finished working, have her replace the tablets back into the box and then replace the box back on the shelf. Note: • Mix up all the tablets and continue till the child has graded every combination possible. • The box should be brought to the table as we did with the primary colour tablets. Extended Activity Primary colours: Choose one each of the primary colours. Name the colours clearly and repeat 2-4 times. Ask the child to point to the colour you ask for. Ask the child to give you a specific colour. Ask the child to place a specific colour in a specific spot. Ask the child “what is this”? Ask the names of all the colours. Mix up the colours and ask again. Secondary colours: Quickly check for understanding of the primary colours. Give the names of the new colours repeatedly. Check the child’s recognition of the names of the colours as done in step 2 in primary colours. Ask for the names of all of the colours more than once.
Subject: Block room Topic: Vivo
No. of Periods: 3
Fortnight : 16
Learning Outcomes: • Will develop cognitive skills Teaching Aids: • V-shaped pieces of yellow, red and blue, 4 pieces each. Total - 12 pieces. Teaching Methodology: • The educator will make the children sit in a circle and demonstrate. • The educator will make some patterns like cross roads, towers, standing networks etc • Then she will show how to arrange the V- form block pieces in the box and put it in the self • Then the children will do as demonstrated and create their own designs. Note: • No language is given with this material. • Educator should ensure that the children know how to arrange the blocks back in to the box.
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Subject: PLS Topic: Washing plate, bowls & spoon
No. of Periods: 4
Fortnight : 16
Learning Outcomes: • Will make children independent Teaching Aids: • Plate • Bowl • Spoon (Two days before the activity the educator will send a note to the parent to send one plate, one bowl and one spoon for the activity). • Liquid soap & scrubber Teaching Methodology: • Before the lunch time the educator will orient the children to spread the napkin on the table and keep the plate, spoon and bowl on it, • Then she will ask the children to take out the roti from the lunch box and keep it on the plate and the subji in the bowl. • After the children start eating, the educator will instruct the children not to leave any food in the plate. • After finishing their food, educator will take the children to the washing area. She will demonstrate- how to take one drop of liquid soap on the wet scrubber and scrub the utensils thoroughly. • Then she will show how to wash it with water. • Each child will do the activity one by one as demonstrated. The educator will observe and guide wherever needed. • Then the educator will tell the children to wipe the utensils with the napkin. Subject: Art & Craft Topic: Paper folding Tulip Flower
No. of Periods: 4
Fortnight : 16
Learning Outcomes: • Develops of fine motor skills • The children will learn how to fold the paper keeping in mind that the coloured part of the paper is visible. Teaching Aids: • Origami paper • Crayons (green colour) • Fevicol Teaching Methodology: • Educator will demonstrate how to hold the origami paper and fold it in such a way that 2 corners meet and a triangle is formed. • Then she again folds it from 2 sides of the triangle to form the shape a tulip flower. • Then she gives origami paper and drawing book to each child and the children will follow the same procedure as shown to them step by step. • The children will then stick the flower in their drawing book and draw a stem and leaves below the flower with green crayon.
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Subject : Saturday Visit Topic: Kankaria Zoo (Animal Section)
Fortnight : 16
Learning Outcomes: • Refer to Saturday Visit Fortnight 1 • Visit will enhance social skills in children. • Will enhance awareness about the outside world. • Will make the children aware of different types of wild animals. Teaching Aids: • Zoo (Animal section) Teaching Methodology: • Refer to Saturday Visit Fortnight 1 Note: • The educator should be alert and also discourage children from talking to strangers. • The educator should also be alert that strangers do not take photographs of the children.
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Teaching Learning Materials Used In this Fortnight
Fortnight : 16 – Block Room – Colours Tablets (secondary)
Fortnight : 16 – Block Room – Vivo
Fortnight : 16 – Art & Craft – Tulip Tower
Pattern Writing – 27
Pattern Writing – 28
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Pattern Writing – 29
Subject: GMS No. of Periods: 2 Topic: Climbing the tree with the help of ladder
Fortnight : 17
Learning Outcomes: • Develops gross motor skill. • Develops concentration, eye hand and leg co-ordination. Teaching Aids: • A rope ladder tied to a big tree in a sand pit. Teaching Methodology: • The educator will make the children to stand around the sand pit. • The children already know how to do rock climbing and net climbing. So they will find it easy to climb the ladder. • The educator will demonstrate by helping a child climb the tree with the help of a ladder/rope. • Then each child will wait for their chance and climb the rope ladder. Note: The educator should be near the children and should take care that each child does this activity with concentration. Subject: FMS Topic: Pricking the leaves with twigs.
No. of Periods: 2
Fortnight : 17
Learning Outcomes: • Enhances eye-hand co-ordination Teaching Aids: • Dry twigs and leaves • Bowls (big size) Teaching Methodology: • The educator will ask the children to form a line. • When the children are ready she will take them for a nature walk in the campus. • Before moving she will instruct the children to collect dry twigs and leaves from the surrounding in the bowl. • They will observe the surrounding during their walk and even sing rhymes which they like for fun. • After collecting enough dry twigs and leaves they will settle down in the campus (anywhere) in a circle. • Then they will place the bowl in the center. • Then the educator will ask to the children take 1 twig and few leaves one by one. • The educator will then take a twig and few leaves and show the children to prick the leaves in the twig and ask them to follow the same. Note. The educator should ensure during the walk that, the children should only pick the leaves which are lying down on the ground and they should not pluck leaves from a plant or a tree.
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Subject: FMS Topic: Finger puppet
No. of Periods: 2
Fortnight : 17
Learning Outcomes: • Enhances eye – hand coordination. • Develops fine motor skills. • Children will recall the story vividly Teaching Aids: • Finger puppets Teaching Methodology: • The educator will first narrate a simple story with the help of finger puppets for e.g. she will have three finger puppets - mother, father and a child. Using these 3 finger puppets she will tell a story. • Then she will give the same puppet (that is mother, father, and child) to a child and ask her to narrate the story or say few dialogues. • The child will move the finger as per the dialogue. For example if mother is saying a dialogue she will move the finger which has the mother on it. • Then the child will try to frame a story or say a few dialogues, the educator should constantly motivate the children. Extended activity: • The educator can also teach simple values of life with the help of puppets. • Even in the free time the children can play with the puppet and frame dialogues. Note: • This activity is not limited to class boundaries. The educator can take the children out in the campus where the children will enjoy and will be able to express themselves in a better way.
Subject: Circle Time No. of Periods: 4 Topic: Sharing what they like and dislike
Fortnight : 17
Learning Outcomes: • Encourages them to share and to be always clear about their likes and dislikes. Teaching Aids: None Teaching Methodology: • The educator will sit in the circle along with the children. • She will explain to them the meaning of things we like and dislike by giving different examples such as I like apple, I like crayons, I don’t like water colour etc. • She will tell the children to share about their likes and dislikes. • Each child will share about her likes and dislikes turn by turn in the circle.
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Subject: Circle Time No. of Periods: 3 Topic: Sharing about their experience in Jkg
Fortnight : 17
Learning Outcomes: • Enhances socializing skills. • Give an opportunity to share with friends and teacher.. Teaching Aids: None Teaching Methodology: • The educator will sit in a circle along with the children and will explain that we are going to visit a Nursery class. • She will tell the children that they have to share about their experience in Jkg. • They will sit with the nursery children. • And one by one they will go in front and will say their name and class, and then they will start talking about their experience in Jkg. • Each child shares about their experience in Jkg turn by turn.
Subject: Circle Time Topic: Sounds of animals
No. of Periods: 3
Fortnight : 17
Learning Outcomes: • Knows about the sounds of different animals Teaching Aids: None Teaching Methodology: (They have already done this topic in Sic and Geo) The educator will sit in the circle along with the children. • She will ask them about the sound of different animals, if they know tell them to stand and show it. • After that she will demonstrate it with some example like a cow moos, a goat bleats, a dog barks • And tell each child to do it turn by turn. • Then she will give them the right vocabulary for each sound. Extended activity: • The educator will actually moo and make a noise like that of a cow, a goat, a cat etc. • She should allow children also to make those sounds freely. • They can make sound of different birds too.
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Subject: Rhymes and Songs No. of Periods: 6 Topic: Ding Dong / Hey Diddle Diddle / kuNdken qelnm\
Fortnight : 17
Learning Outcomes: • Children will be able to recite a rhyme on their own with action and expression. • They will be aware of new words. • Their comprehension level will improve Teaching Aids: • Rhyme Book – 1. Ding Dong (Pg. 1) 2. Hey Diddle Diddle (Pg. 25) 3. kuNdken qelnm\
(Pg. 39)
Teaching Methodology: • Refer to Rhymes and Songs Fortnight 1 Note: • Revise all earlier rhymes before a new one is introduced. • Devote two periods for each rhyme.
Subject: English Topic: Revision of 2 letter words,
No. of Periods: 7 Three letter words
Fortnight : 17
Learning Outcomes: • Children will able to read the three letter words and understand meaning of the word. • Enhances the ability of forming sentences Teaching Aids: • Flash cards • Black board • Words :U – family, Worksheet: 14 and 17 ub cub tub rub
un bun fun run
ug mug jug tug
Teaching Methodology: • Refer to Fortnight – 14
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up cup pup
ut cut but
Subject: English Topic: Pattern writing.
No. of Periods: 1
Fortnight : 17
Learning Outcomes: Refer to Fortnight 7 Teaching Aids: • Blackboard, chalk • Pattern writing worksheet 30, 31, 32 Teaching Methodology: Refer to Fortnight 7 Subject: Maths No. of Periods: 2 Topic: Introduction Of Full, Half and Quarter ( fraction)
Fortnight : 17
Learning Outcomes: • Understand the concepts of full, half and quarter Teaching Aids: • Three transparent disposable glasses an apple. • Worksheet: 69 Teaching Methodology: Period 1 & 2 • Make the children sit in a circle. Tell them “today I have an interesting activity for you. Watch me carefully.” • Keep the three glasses in front of you. Pour water in one glass up to the brim and ask the children “how much water is there in this glass?” • The children may answer “The glass is full”. • Pour water till half in the second glass and ask the children “How much water is there in the second glass”? • Children may answer the second glass has little water. • Compare the second glass with the first glass and explain. In the first glass the water is “full” and in the second glass water is “half”. • Fill ¼ of water in the third glass and ask the children “How much water is there in the third glass?” • Children may say “third glass has very little water. The educator should say it is ¼ or quarter. or it is ½ of ½-see and (compare with ½ filled glass) • Now the educator should keep all the three glasses together and show them full, half and quarter. • She can then cut an apple show them the concept again.
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Period 3 & 4 • Children will be given circle and ask them the shape. They will say it is a circle. • Fold the circle like this:
• It becomes half circle or semi circle. • Fold the semi circle again into half like this:
• It becomes ¼ or quarter – Full, half and quarter circle. • While eating roti or pizza the concept of full, half and quarter can be done as we did with the circle paper. • The blackboard or paper can also used for drawing circle, semi/half and quarter.
Subject: Maths Topic: Introduction of Heavy and Light
No. of Periods: 4
Fortnight : 17
Learning Outcomes: • Understands the concept of heavy and light Teaching Aids: • Leaves, Twigs, Sand, Chalks, Pencils, Coins, Marbles, feather, Twigs etc., hand made weighing scale and Worksheet- 69. Teaching Methodology: Period 1&2 • Make the children sit in a circle. Place all the materials in front of them. Tell the children “Today we will be weighing the objects to find out which object is heavy and which object is light”. • First she will call out one child and make her stretch her hands and close her eyes. She will then place a leaf in one hand and a pebble in another hand. She will ask the child to feel and say which object is heavy and which object is light.(Estimation). • The child may say that leaf is heavy and pebble is light. The child must be given chance to weigh various things and realize the concept of heavy and light. • She will give a chance to each child by giving the objects for estimating the heavier and the lighter object.
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Period 3&4 • The educator will do the revision of the previous day’s lesson with one or two children. • She will then give a handmade weighing scale to one child. She will then ask the child to keep a marble in one side and a feather on the other side of the balance. • She will ask the child to observe. The child will observe that one side goes downwards and the other side goes upwards. • She will call another child to change the objects and observe. The observation will be the same. • She will then explain that the plate where the heavy object is placed, that side will go downwards and the plate where lighter object is kept that side will go upwards. • The educator will allow each child to do with different objects and make the concept clear and interesting. • She will then make them to do the worksheet.(Math worksheet- 7) Note: The weighing scale can be made with two lids (from disposable box), Jute thread and a thin bamboo stick.
Subject: Story Telling Topic: Enacting stories by children Revision Subject: Science & Geo Topic: Pollution
No. of Periods: 6
Fortnight : 17
No. of Periods: 2
Fortnight : 17
Learning Outcomes: • Creates awareness of different types, causes & prevention of pollution Teaching Aids: Pictures Teaching Methodology: • The educator will question the children. Have you seen smoke being emitted from auto rickshaw, from a factory. This smoke is bad air and pollutes the air we breathe in and is called pollution. • Have you seen people throwing garbage in water, wrappers in water? They are polluting the water. She will also explain that as water is very essential for our need, hence people should keep the water in sea, river & lake clean. • When people honk too much or play loud music in Navratari they are causing noise pollution. • She will explain that in order to maintain harmony in environment, people should keep their surroundings clean. • She will bring their attention to the fact that if proper care is not taken then diseases may not spread. People may fall sick.
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Subject: Science & Geo Topic: Sun (day & night)
No. of Periods: 2
Fortnight : 17
Learning Outcomes: • Makes children aware of the formation of day and night. Teaching Aids: • Globe • Torch Teaching Methodology: Period 1 • The educator will ask the children to sit in a circle. She will talk about sun and ask them from where the light is coming? Why we feel hot? • She will tell them we can see Sun only during the day time. • Sun give us heat and light. Period 2 • The educator takes the children in dark room and she will explain to them how the day and night occur with the help of a globe and torch. • She will say that imagine the globe is earth and the torch is the sun. • The earth keeps on moving and the sun does not move so in whichever area of the earth light of the sun falls, day occurs and where there is no light it is night. Note: Educator should take care when children are in a dark room. Prepare them before hand as some children feel very scared in the dark. Subject: Block room Topic: Gradus
No. of Periods: 6
Fortnight : 17
Learning Outcomes: • Children will come out with their own imagination and creative designs. • Helps in increasing concentration and eye hand co-ordination. • Helps in cognitive potential, motivates and educates intellectual skills. Teaching Aids: • Gradus-22 pieces • Red hollow block -2 pieces, blue hollow -2 pieces, green hollow block-2 pieces, yellow hollow block – 1pieces, blue, red, green big rods 2 each, blue, red, green, small rods 2 each and green two small cubes Teaching Methodology: • The children will be made to sit in a circle. • The educator will take out the gradus and place it in front of her. • She will take out each block and show them the number of pieces in the box. • She will then make a simple design and show them. • She will also demonstrate to the children how to arrange back the blocks in the box and put it back in the shelf. • She will then give it to the children to come out with their own patterns. Note: No language is given with this material.
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Subject: PLS Topic: Folding a big mat
No. of Periods: 4
Fortnight : 17
Learning Outcomes: • Makes children independent and self reliant. • Learns a proper and systematic way to do things Teaching Aids: • 2 Big mats. Teaching Methodology: Period 1 & 2 • The educator will first divide the children into 2 groups. • She will place a big mat in the center of the classroom. Then she will demonstrate and explain. • First hold the 2 corners of one side of the mat and fold it in such a way that the 2 corners of the other side of the mat meet and a rectangle is formed. Then again the same procedure is done to make another fold and a smaller rectangle is formed this time. • In the same way the third fold is also done and this time also a rectangle is formed. • Then the educator will again open the mat and demonstrate again how to fold it. • Then the educator will call out 2 children at a time and ask them to do the activity as shown to them. • She will observe the children and guide wherever needed. • If the fold is not neat then she will encourage them to do to again in a better way. Period 3&4 The educator will instruct the children to fold the mat in a proper way. She will observe.
Subject: Art & Craft Topic: Paper folding fan
No. of Periods: 4
Fortnight : 17
Learning Outcomes: • Develops fine motor skills. • Improves eye hand co-ordination Teaching Aids: • Half A4 Sheet • Crayons • Pencil Teaching Methodology: • The educator will give half A4 Sheet to each child. • Then she will instruct the children to draw any design on the paper and the colour it with crayons.( eg : flowers, smiley face, leaves etc) • The children will follow as instructed. • Then the educator will demonstrate how to fold the paper up and down alternatively till the paper is completely used and press it properly. • Then the educator will fold the ends of folded paper from the center and staple it. • The fan is ready.
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Subject : Saturday Visit Topic: Eklavya Nursery
Fortnight : 17
Learning Outcomes: • Refer to Saturday Visit Fortnight 1 • Will make the children aware of different varieties of plants and trees in the campus. Teaching Aids: • Eklavya School Teaching Methodology: • Refer to Saturday Visit Fortnight 1 Teaching Learning Materials Used In this Fortnight
Fortnight : 17 – Block Room – Gradus
Pattern Writing – 30
Fortnight : 17 – Art & Craft – Folding Fan
Pattern Writing – 31
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Pattern Writing – 32
Subject: GMS Topic: Catching the ball
No. of Periods: 2
Fortnight : 18
Learning Outcomes: • Develops finger muscles that will help in writing, drawing and doing other practical skills. • Increases concentration and alertness. Teaching Aids: Basket Ball Teaching Methodology: • The educator will make the children to stand in a circle. • The educator will throw the ball with the force against the floor that it bounces back. • The educator will catch the bouncing ball and demonstrate the procedure. • Then the children will do as demonstrated. • The educator will throw, the ball against the floor in such a way that the ball bounces back near a child. • Then the child will catch the bounced ball with great enthusiasm and throw it again. • Another child will catch and this will go on. Extended Activity: • Once the children learn to catch the bounced ball the educator can throw the ball in front of any child to check their alertness and interest.
Subject: FMS No. of Periods: 4 Topic: Winding the thread evenly on a pencil
Fortnight : 18
Learning Outcomes: • Enhances eye – hand co ordination. • Develops concentration level. Teaching Aids: • Pencils. • Threads. Teaching Methodology: • The educator will demonstrate how to hold the pencil in the left hand from one end and the thread in the right hand. • Now she will hold one end of the thread with left hand and will start winding the thread evenly over the pencil. She will instruct the children that the thread should not overlap while winding and try to keep equal gaps. • She will give a pencil and thread to each child and the children will do the activity as per instruction. Note: • She will encourage those children who are not able to do the activity properly by asking them to repeat the activity
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Subject: Circle Time Topic: Memory game
No. of Periods: 2
Fortnight : 18
Learning Outcomes: • Improves the ability to recall. Teaching Aids: • Few objects (glass, spoon, pen pencil, book etc) Teaching Methodology: • The educator will sit along with the children in circle and will tell them that today they are going to play a memory game. • Before starting the game she will demonstrate how to play. • She will first place few objects on the table e.g. glass, spoon, pen, pencil, book etc. Then she will count the number of objects and will call out the name of objects. • Now she will close her eyes and ask any child to take away few objects from table and then she will open her eyes and say the missing objects on the table. • Then she will arrange the objects on the table in a line again. • Now the educator will ask the children to call out the name of each object and count the number of objects. • Then she will ask the children to close their eyes. • Now she will take away few objects from the table. After this she will tell the children to open their eyes. • Then she will ask the children to count and say how many objects are missing? And which are the objects missing? Note: The educator will continue the game till all the children are out or she feels that they are losing interest. Subject: Circle Time No. of Periods: 2 Topic: Discussion on their favourite area in school
Fortnight : 18
Learning Outcomes: • Learn to express freely. Teaching Aids: None Teaching Methodology: • The educator will sit along with the children in the circle • The educator will ask the children “Have you seen different places and areas in our school?” For e.g. Junior school building, Skating rink, Senior school pond etc. Then she will tell them that today each one of you will tell about your favourite part of the school. She will also tell them that you have to tell why you like the place. • First she will share about the place which she likes in the school and why, e.g. Duck pond.She will say “I like duck pond because I like to see the fishes, turtle and I also like to walk on the bridge and it is a very cool and quite.
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• Now she will ask the child sitting next to her to share about her favourite place in school. • In the same way each child will share about their favourite place in school.
Subject: Circle Time No. of Periods: 2 Topic: Collecting things from surrounding and describing it
Fortnight : 18
Learning Outcomes: • The children will get an opportunity to explain new things. • Enjoys nature. • Exposure towards nature. Teaching Aids: Things from the nature Teaching Methodology: Period 1 • The educator will collect one or two things such as twigs, flowers etc from the surrounding and show it to the children. • She will tell the children that this is a twig, it is brown in colour and it is the dry and has fallen from the tree. And birds collect twigs and use it for making nest. • Then she will show them a flower and talk about it, its colour, name, fragrance etc • She will tell the children that now you have to collect something from your surrounding and talk about it and describe it. • She will ask the children to go out, find out and collect things. • She will ask them to bring the things to the class. Period 2 • She will sit in the circle along with the children. She will ask them to describe it turn by turn. • She will encourage the children to talk more by asking questions. Extended activity: • The teacher will ask the children to collect dry leaves and then they can do a collage activity in their art and craft book. Note: • She will tell the children they will not pluck any leaves or flowers or anything from the tree or plants. They will only collect things which have fallen from the tree.
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Subject: Circle Time Topic: Talking about their bad habit
No. of Periods: 2
Fortnight : 18
Learning Outcomes: • Encourages them to overcome their bad habits. • Makes them aware of their bad habits and also ways. Teaching Aids: None Teaching Methodology: Period 1 • The educator will ask the children to make a circle and settle down she will sit along with them. • She will explain to them the meaning of bad habit by giving different examples such as using bad words, telling lie, digging nose, hitting someone, pushing, putting the strap of the water bottle in the mouth. • She will also explain the outcome of bad habit for e.g. when they put the strap of the bottle in their mouth the dirt and the germs get into their body through the mouth, which might cause stomach infection or they may fall ill. • She will tell the children to share about their bad habit. • She will patiently hear to each child. • She will also tell that they should try to overcome bad habit, eg. Nail biting – “whenever you feel like, remember it is bad habit and tell yourself you will not bite your nails.” Period 2 • The educator will ask the children what they have learnt about removing their bad habits. • The teacher should encourage them to think and come up with ways to stop their bad habits. Note: The children should not laugh at each other and the teacher will praise those who are honest.
Subject: Circle Time No. of Periods: 2 Topic: Discussion of what makes us feel good
Fortnight : 18
Learning Outcomes: • Children will learn to share about their liking feelings. • Children will learn to socialized. Teaching Aids: None Teaching Methodology: Period 1& 2 • The educator will sit with the children in a circle . Then she will tell them that there are many things which makes us happy for e.g. talking to friends, watching a movie, Going to dance class etc.
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• She will also tell that these things makes us feel good so today each one of you will share about it. • The educator will first talk about herself e.g. I feel good when I teach a new rhyme or when we go for a Saturday visit. • Then each child will share one by one and all the children will listen to that child. • The educator will encourage the child to open up by asking different questions For e.g. Do you like to play with the blocks or puzzles? Do you feel good when you perform on the stage?
Subject: Rhymes and Songs Topic: Hm nNhe nNhe bCce hE. / ]sagI
No. of Periods: 6
Fortnight : 18
Learning Outcomes: • Children will be able to recite a rhyme on their own with action and expression. • They will be aware of new words. • Their comprehension level will improve. Teaching Aids: • Rhyme Book - Hm
nNhe nNhe bCce hE. (Pg. 32)
- ]sagI (Pg. 49)
Teaching Methodology: • Refer to Rhymes and Songs Fortnight 1 Note: • Revise all earlier rhymes before a new one is introduced. • Devote two periods each rhymes. Subject: English Topic: 3 letters words revision
No. of Periods: 7
Fortnight : 18
• The educator will revise the topics done in the previous weeks. • She will ask simple questions about the things discussed in the class. • She can revise the difficult topics which are yet not clear to children.
423
Subject: English Topic: Pattern writing.
No. of Periods: 1
Fortnight : 18
Learning Outcomes: Refer to Fortnight 7 Teaching Aids: • Blackboard, chalk • Pattern writing worksheet 33, 34, 35 Teaching Methodology: Refer to Fortnight 7
Subject: Maths Topic: Reading the clock
No. of Periods: 8
Fortnight : 18
Learning Outcomes: • Develop the ability of children to understand the 0’ clock. • Makes them aware of the routine timing. Teaching Aids: • Toy clock • Worksheet: 70,68,55 • Board Teaching Methodology: • Educator will make the children sit in a circle. She will show a toy clock. • She will tell them the o’ clock concept by showing the clock. • She will tell them there are 3 hands in the clock. Small one is hour hand, big one is minute and the very thin one is seconds’ hand. • She will draw the clock on the board and explain the routine time when we go home, lunch time etc. • She will use the toy clock. Put the big hand at 12, gradually move the small hand at 8 now it’s 8 O’clock. This is the time when we come to school,. • The number on which the small hand is that number shows the time. For eg. if small hand is on 11 and the big hand is on 12 the time is 11 o' clock. • Now she will move the small hand to various numbers randomly and ask children if they can guess what time it is. Note: Needs regular practice.
Subject: Story Telling Topic: Story Telling by children
No. of Periods: 6
Revision
424
Fortnight : 18
Subject: Science & Geo Topic: Living and non-living
No. of Periods: 2
Fortnight : 18
Learning Outcomes: • Will enhance knowledge & awareness of living & non-living things. Teaching Aids: • Living objects • Non living objects: Table, chairs, pencil • Worksheet -58 Teaching Methodology: Period 1 • The educator will start the concept by taking the whole class out. She will take a deep breath and will ask the whole class to breathe. We are taking in/inhaling air. Now she will ask the class to walk, jump, run, etc. • After the class has settled down, she will show a pencil to the children. Now will ask the pencil to breathe. Will the pencil breathe? Will the pencil run & walk? The answer is ‘No’ because it is a non-living thing. • So, now the educator will explain that things who can breathe in air, move, around are living things. For eg – boy, girl, friends – all human beings can breathe. All birds & animals are also living things. Plants are also living things as they also breathe and grow. • She will explain that the things which cannot breathe and move around are called non-living things. For e.g. table, chair, pencil, blackboard, eraser. Period 2 • The educator will begin by revising who are living & non-living things. • She will explain the worksheet attached herewith – where the children are asked to put a tick () against the living things and cross (X) against the non living things.
Subject: Science & Geo Topic: Summer season
No. of Periods: 2
Fortnight : 18
Learning Outcomes: • Awareness of climatic condition, foods, clothes will be enhanced. Teaching Aids: • Board • Chart • Picture Teaching Methodology: Period 1 • The educator will take the children outside and ask them to close their eyes and feel the hot air. Then she will ask what did you feel? How is the ground? Is it cold or hot?
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• As this topic will be done during summer season, it will be easy for the children to understand the climate. As it is too hot people do not prefer to go out much .They like to be in their houses use fan or AC. Period 2 • The educator will repeat the previous days work and will move on to the type of clothes they wear in summer season. • The educator will show them different type of clothes we wear in summer season that is cotton, light colour clothes etc. • They will also talk about food people like drinking lots of cold juices in this season. Note: • The educator will ask them what type of food they like to eat when it is very hot. • The children will reply ice – cream, juice, juicy fruit etc. The educator will ask the common fruits they have during this season that is chickoo, water melon, musk melon and their most favourite fruit that is king of fruit mango.
Subject: Block Room No. of Periods: 6 Topic: Gradus-There is much to discover
Fortnight : 18
Learning Outcomes: • Children will come out with their own imagination and creative designs. • Helps in increasing concentration and eye hand co-ordination. • Helps in cognitive potential, motivates and educates intellectual skills. Teaching Aids: • Gradus-22 pieces • Red hollow block -2 pieces, blue hollow -2 pieces, green hollow block-2 pieces, yellow hollow block – 1pieces, blue, red, green big rods 2 each, blue, red, green, small rods 2 each and green two small cubes. Teaching Methodology: • The children will be made to sit in a circle. • The educator will take out the gradus and place it in front of her. • She will take out each block and show them the number of pieces in the box. • She will then make a simple design and show them. • She will also demonstrate to the children how to arrange back the blocks in the box and put it back in the shelf. • She will then give it to the children to come out with their own patterns.
426
Subject: PLS Topic: Cleaning brass vessels
No. of Periods: 4
Fortnight : 18
Learning Outcomes: • They will come to know about different metal, they will be aware of different liquid called brass to clean brass vessels and a way to clean the vessels without water. Teaching Aids: • Liquid brasso • 4 small pieces of cloth • Brass vessels (small size) 4 pieces Teaching Methodology: Period 1 • Before doing this activity the educator will orient them about brass vessels. It is a different type of metal it cannot be cleaned by regular soap or liquid which we use for our regular utensils. • She will show them the brass vessels and tell them that we use brasso to clean this vessels . • Now she will demonstrate. She will take a small piece of cloth put some brasso on it and rub it on the brass vessels very finely (we need to put lot of pressure while rubbing it). • Now she will divide the children into groups of 5 (total 4 groups). • Now she will give 1 brass vessel and a cloth to each group. • Then she will ask them to put some brasso on the cloth and ask them to clean the vessel. • Each child will take a turn. The educator will observe them. Period 2 • She will divide the children into same group and give the same brass vessels and cloth and ask them to do the same activity • Now she will ask them the result after cleaning the vessels from period 1 to period 2. • After doing 2 days they will get best result that is the brass vessels will shine nicely.
Subject : Saturday Visit No. of Periods : 2 Sarkhej Roza Topic: Tri Mandir,
Fortnight : 18
Learning Outcomes: • Refer to Saturday Visit Fortnight 1 Teaching Aids: • Tri Mandir – A Hindu Temple • Sarkhej Roza - Mosque Teaching Methodology: • Refer to Saturday Visit Fortnight 1 Note: • The educator should be alert and also discourage children from talking to strangers. • The educator should also be alert that strangers do not take photographs of the children.
427
Teaching Learning Materials Used In this Fortnight
Fortnight : 18 – Block Room – Gradus
428
SKg Lesson Plans
429
An overview of the SKg Curriculum – 1st Term Sr
Subject
1
GMS
2
FMS
F1 • Jumping with feet together • Transferring of water
3
4
5
Circle Time
Rhymes
English
6
Maths
7
Story
8
Sci/Geo
9
Block Room
10
PLS
11
Art/ Craft
12
Hindi
13
Saturday Visit
• Self-introduction • Knowing others • How they spend their vacation
F2 F3 • Standing on one leg • Balancing on a log • Hopping with one foot • Copying shapes from • Cutting the shapes board drawn • Knowing their bus no. • How to behave in the bus • Knowing the Saturday route • Ah 3ma3r (H) • Twinkle Twinkle • Little Boy Blue
• How to behave when ma’am is not there • How to go for other activities without disturbing • Following instructions • !IglI marI (G) • poketo (J)
• Pattern writing
• Writing L l, I i, T t, H h,O o
• Revision- shapes • Shapes–cylinder, cone, pentagon, semi- circle, star • Drawing different shapes in art book
• Comparison- tall and short • Activity : tall and short • Writing the number 1
• The Farmer, His Son and the Donkey
• Alibaba and Forty Thieves
• Healthy and junk food • Project on Healthy and Junk food • Red rods • Geometric cabinet • Washing hands face before and after eating • Drawing a picture related to different shapes
• Soluble and insoluble and Experiment • Living and non-living things • Knobbed cylinders • Knobless cylinders • Using of toilet and flushing • Routine Practice • String painting
• A Aa
•[ {
•] }
• Prahladnagar Garden
• Sola Temple
• Gujarat Vidhyapith
• Tea Pot • LaalajI(H) • Early To Bed • Power Of Vegetables • Revision of A to Z • Revision of three letter words • Rhyming words • Activity: Four corners • Between numbers and missing numbers • Revision of Rote counting 1 to 50 • Revision after and before numbers • Activity: seriating numbers • The Boy Who Cried Wolf • Thirsty Crow • Body parts and its function • Experiment: Ice Magic • Pink tower • Broad stairs • Using of toilet and flushing • Free drawing in sketch book
430
Sr
Subject
1
GMS
2
FMS
3
Circle Time
4
Rhymes
5
English
6
Maths
7
Story
8
Sci/Geo
9
Block Room
10
PLS
11 12 13
Art/ Craft Hindi
F4 • Running softly on toes • Hopping • Transferring water from bowl to bottle using cup • A talk about the importance of time • Courtesy words • igntI(H) • Rainbow Colours • Do Your Best • Writing- Y y, C c, • X x, U u, F f
F5 • Dribbling a ball • Walking backward on toes and heels • Pattern making on paper using toothpick and pasting • A talk on Independence Day & Freedom fighters • Our National Flag • Mary Had Little Lamb • Saare jha se AC7a(H) • Writing- E e, Z z, J j, K k, Yy
F6 • Aiming and throwing a ball in the basket • Hoopla • Transferring water from bowl to bowl using a filler • A talk on Rakhshabandhan • Prime Ministers Name in chronological order • bsNt (H) • Atr m>tr (G)
• Writing-N n, M m, W w, Q q, A a
• Introduction of more or less • Introduction of full, half, quarter • Writing numbers 4 and 7 • The Leopard and the Hare • The Rabbits and the Frogs • Seasons-Rainy season
• Introduction- odd one out • Writing numbers 9 & 10
• Writing numbers 2, 3
• Krishna and Kalia
• Water uses and Sources • Senses- sight
• Bheema Meets Hanuman • The Village Mouse and the City Mouse • Germination • Senses- hearing • Silence game: Passing the bell without making noise • Experiment: Sweating of plants
• Construction building set • Luna • Wearing a T-shirt
• Vipella-1
• Basket
• Cleaning puzzles
• Buttoning a raincoat
• Paper Folding Tulip flower
• Flag making
• Rakhi making • Carving or scraping techniques
• 1 0 0e
• Aae AaE
• A A:
• Railway Station
• Iscon Temple
Saturday • Kite museum Visit
431
Sr 1
Subject GMS
2
FMS
3
Circle Time
4
Rhymes
5
English
6
Maths
7
Story
8
9 10
Sci/Geo
Block Room PLS
11
Art/ Craft
12
Hindi
13
F7 • Skipping • Beading small beads • A talk on Teachers’ day • A talk on Ganesh Chaturthi • How to behave when you go for shopping with parents • A talk on Literacy day • Ten Little Finger • Aasava sundar(M)
F8 • Rock climbing • Transferring water from bowl to bowl using spoon • How to behave when guests come to meet
F9 • Net climbing • Plucking-weeds
• Ship • fer fudeD_I (G)
• 0ek xrIr me iktne do
• Writing- P p, R r,D d, B b, G g, S s • Activity Memory Game
• Activity- spells the word seeing the picture
• Intro of number names 0-5 (orally) • Writing numbers 5, 6&8 • Introduction of heavy and light
• Number names 610(orally) • Revision of Before and After numbers (11-20) • Smaller and bigger numbers 1-10 • Jatayu the Brave Bird • Fruits – one and many seeds
• Story of Ganesh • Parts of plants • Floating and sinking • ExperimentFloating and Sinking • Vipella-2
• Crazy block
• Traffic signal • Safety on road • How to behave when you go to your friend’s house or guest’s house
(H) • Revision • Writing capital & small letters in Note book • Activity picture or object reading Yes/No • Buffer week • Writing numbers 11-15 • Activity – Logical thinking
• Sindbad the Sailor • Pollution-(Air, Water, Noise) • Senses – Touch
• Gift-3 • Gradus • Folding a napkin • Diwali-Card Making • Complete the pattern • Colour the alphabet
• Combing hair • Jute flower making
• Brushing Teeth • Indian crown • Make an aeroplane White coloured paper
• k q
• g 6 D;
•c 7 j z ‘
• Post office
• Gandhi Ashram
Saturday • Balvatika Visit
432
Sr
Subject
1
GMS
2
FMS
3
Circle Time
4
Rhymes
5
English
6
Maths
7
Story
8
Sci/Geo
9
Block Room
10
PLS
11
Art/ Craft
12 13
F10 • Catching a bouncing ball • Twisting turning & bending • Opening & closing caps & lids • A talk on Diwali • Cleanliness in home & school • Diwali cleaning • How to help in cleaning • pa>c cklIyo (G) • ip.jra (H) • p.j ku+vI (T) • Writing A-Z, a-z, • Activity: Flash cards (big words) • Writing numbers 110 in note book • Writing numbers1620 • Revision-After, Before, Between, missing numbers (0-20) • The Peacock & The Crane • Buffer week • Experiment: Breathing • Pyramid • Wearing shoes and socks • Pattern • Overlapping Technique • Collage
•3 # D ! ` Hindi Saturday • Traffic park Visit
F11
F12
• Climbing a rope ladder
• Crawling through the tunnel using elbows
• Buffer week
• Tearing paper into small pieces
• A talk on Children’s Day
• Talk on Diwali
• Revision • One Thing At A Time
• mera 6oD_a(G) • sIq (H)
• Vowels
• Revision • Opposites
• Long & Short
• Revision • Number line Addition • Activity Addition sums - Orally
• Buffer Week
• Kagdo ane Kothimbdu (G) • Solar System
• Domestic and Wild Animals • Their food and uses of domestic animals • Gift-4
•t 4 d 2 n
• Diavo • Rainbow • Cleaning the class room • Draw concentric circle • Overlapping circle • Design on the pot • Sponge dabbing • Buffer week
• Aquarium
• Gurudwara
• Buttoning and lacing • Buffer week
433
Sr
Subject
1
GMS
2
FMS
3
Circle Time
F13 • Buffer week • Fastening safety pins
4
5
6
Rhymes
English
Story
8
Sci/Geo
9
Block Room
10
PLS
11 12 13
• A talk on Sports Day
• Buffer week • National Symbols
• Yankee Doodle • ma3Ir putul (B) • Rivision
• Two Little Keys • [³2nu8 (H) • Revision
• Reading exercise Worksheet38,39,40,41, 42, 43 • Reading Sight words and Assembly Words • Writing two lettered sight words • Addition sums in note book
• Revision-Two Lettered Words, Writing - in note book • Activity: Group Talk
• Buffer Week
• The Wolf in sheep’s clothing • The Monkey & the Bell • Sense - Smell • Helpers – enact
Maths
7
F14 • Jumping over a hurdle • Punching paper
• Winter season • Sense-Taste - salty, sweet, bitter, sour • A True Experience of Art and Form • Watering the plants
Art/ • Christmas Socks Craft • p f b w Hindi Saturday • Sundervan Visit
• Revision of all pre math concepts • Writing numbers 31-40
F15 • Revision • Opening and closing a lock • Palm tracing • A talk on Republic day • Presidents’ name in chronological order • v`Rmala(S) • ptg (H) • bunbun (J) • hiSt hiSt (S) • p/kÄð`ö, +Éè® ¤ÉÉäbÇ {É® ÊSÉjÉ ¤ÉxÉɪÉåMÉÒ* • +ÆiÉ ¨Éå ʶÉÊIÉEòÉ UôÉjÉÉå EòÉä '>ð' ºÉä ¶ÉÖ°ü ½þÉxä Éä ´ÉɱÉä ¶É¤nù ¤ÉiÉÉxÉä Eäò ʱɪÉä =iºÉÉʽþiÉ Eò®åúMÉÒ* • ºÉÉ®äú ¶É¤nùÉå EòÉä ¤±ÉèE ¤ÉÉäbÇ {É®ú ʱÉJÉEò®ú ʶÉÊIÉEòÉ UôÉjÉÉå EòÉä =ºÉ Eäò {ÉÒUäô nùÉä½þ®úÉxÉä Eäò ʱɪÉå Eò½åþMÉÒ* • ʶÉÊIÉEòÉ ¤±ÉèE ¤ÉÉäbÇ {É®ú +IÉ®ú ʱÉJÉåMÉÒ +Éè®ú UôÉjÉÉå EòÉä =ºÉ +IÉ®ú EòÒ {ɽþSÉÉxÉ Eò®úxÉä Eäò ʱɪÉå Eò½åþMÉÒ* • ʶÉÊIÉEòÉ =ºÉ +IÉ®ú ºÉä ¶ÉÖ°ü ½þÉäxÉä ´ÉɱÉä ¶É¤nù UôÉjÉÉå EòÉä Eò½þxÉä Eäò ʱɪÉå Eò½åþMÉÒ Ê¡ò®ú ¤±ÉèE ¤ÉÉäbÇ {É®ú ʱÉJÉåMÉÒ +Éè®ú ºÉÉ®äú UôÉjÉÉå EòÉä {ÉÒUäô nùÉä½þ®úÉxÉä Eäò ʱɪÉå Eò½åþMÉÒ*
Subject :Saturday Visit Topic:Gujarat Vidhyapith
Fortnight :3
Learning Outcomes: • Refer to Saturday Visit Fortnight 1 • Will make the children aware of the various tribes of Gujarat. Teaching Aids: • TribalMuseum Teaching Methodology:Refer to Saturday VisitFortnight1 Note: • The educator should be alert and also discourage children from talking to strangers. • The educator should also be alert that strangers do not take photographs of the children.
483
Teaching Learning Materials Used In this Fortnight
Fortnight : 3 – Activity Picture reading Fortnight : 3 – Block room – Cylinder Blocks
Fortnight : 3 – Block room – Knobless Cylinders
Fortnight : 3 – GMS – Log
484
Subject : GMS Topic:Running softly on toes
No. of Periods : 1
Fortnight :4
Learning Outcomes: • Will help in the development of muscular strength and balancing skill. Teaching Aids: None Teaching Methodology: • The educator will demonstrate first. She will stand on her toes and show how to balance. • Then she will show how to walk on toes and later to run on toes. • She will ask the children to follow and do as demonstrated. • She will ensure that each child can balance her body on toes properly before they walk or run. Extended activity: • After the children learn this activity a race can be conducted. Note: • Initially the activity should be done with two three children separately, so that each child is able to do the activity properly.
Subject : GMS Topic:Hopping
No. of Periods : 1
Fortnight :4
Learning Outcomes: • The children will develop controlled movement of leg and feet. • Will even help to gain body control and balance. Teaching Aids: None Teaching Methodology: • The educator will take the children to the garden. • She will make 4 rows with equal number of children in each row and the children will stand with one arm distance. • Now the educator will demonstrate and instruct the children to follow. • She will lift one leg and hop from one place to another. • The children will follow the same &since they have mastered jumping on one leg they will enjoy hopping. Encourage them to move ahead, backward, sideways, randomly. Extended activity: • The educator can make children do this activity in their free play.
485
Subject : FMS No. of Periods : 2 Topic:Transferring water from bowl to bottle using a cup
Fortnight :4
Learning Outcomes: • Will help in the development of finger muscles. • Will help in the development of eye-hand coordination. • Will help in enhancing concentration & balance. Teaching Aids: • Bowl • Cup, • Water • Bottle. Teaching Methodology: • The educator will first give a demo, as to how the water is to be transferred from the bowl to the bottle using a cup. • First take water in a bowl. • Take water in the cup from the bowl and pour it into the bottle, slowly without spilling a drop of water. • This activity will be done till the water in the bowl is transferred into the bottle or till the bottle is full. • Then the educator will ask the children one by one to do this activity by first filling water in the bowl. Note: • This activity is to be done with a lot of concentration, so it will be done consecutively over 5 days, as only 4 children will be doing it in one day. • The child who is doing this activity will have to take care of the following things. • Not to spill a single drop of water throughout the whole activity. • To execute it with utmost dedication and concentration. • When she comes to the end of this activity, she will empty the bottle and keep the materials ready for the next child. The last child will put it back on the rack from where it was taken.
Subject : Circle Time No. of Periods : 4 Topic:A talk about the importance of time
Learning Outcomes: • Will inculcate punctuality • Will know about the importance of time. • Will learn to use time wisely Teaching Aids: None
486
Fortnight :4
Teaching Methodology: • The educator will make the children sit in a circle. • She will ask few questions like. 1. What time does your school bus reach your stop? 2. At what time do you leave the house? etc. • Then she will explain- If you reach the bus stop at 8.15 am when your bus timing is 8.10 am, will you be able to board the bus? No. Leave your home Early i.e. around 7.50 am and reach 5 minutes before, so you won’t miss the bus. • She will question the children so on and make each child realize how important it is to do things on time even in our daily routine. Subject : Circle Time Topic:Courtesy words
No. of Periods : 6
Fortnight :4
Learning Outcomes: • Will learn to greet and share with peers and elders. • Will learn to be polite while requesting for something or while owning up for one’s mistake. Teaching Aids:None Teaching Methodology: Period 1 • The educator will make the children sit in a circle and ask them “what do you say when you see your ma’am at the bus stop?” • Then she will ask them “what do you say when you board the bus? What do you say when you go to bed? What do you have to say when you want to enter your class when a class is going on? • When she gets the answers like ‘Bye- Bye’, ‘Good Night’, ‘Excuse me’, ‘May I come in’ she will explain when and how to use these words. Then she will say few more like ‘Hello’, ‘Good Afternoon’, ‘Good Evening’ are also used for greeting others. Period 2 & 3 • The educator will revise the words that are used for greeting • Then the educator will ask the children “If you stamp another children’s foot while walking by mistake, if you hurt/hit another child when you are taking out your bag from the shelf- what you have to say to them? Say “I am sorry” • She will explain ‘sorry’ should be said only when you do it unknowingly and should feel for your mistake. • Then the educator will ask “when you want an eraser from your friend how are you supposed to ask her? And listen to the various answers and say the word “Please” should be used for taking something from others. • Then she asks “when you return back the eraser, what are you supposed to say to your friend? Thank you. • Explain when you want to take something/ any help from others you have to be polite and use the word PLEASE.
487
• And when you return/receive the help you should thank them politely saying THANK YOU. • Revise the words like good morning, Good Afternoon, Sorry, Thank You, Good Evening, Good Night, Hello, Bye- Bye, Please, Sorry, Welcome, Excuse Me by giving various examples. Note: • Educator has to make them understand the value of these words and that it should be remembered throughout their life. • These words can be revised practically among the children by enacting them out. Eg: o Give one child a ball and make another child to stand near her and teach her how to get the ball o Ask the child to return the ball and teach her what he has to say while returning.
Subject : Rhymes & Songs No. of Periods : 6 Topic: gIntI (H)/Rainbow Colours/ Do Your Best
Fortnight :4
Learning Outcomes: • Children will be able to recite rhymes on their own with action and expression. • They will be aware of new words. • Their comprehension level will improve. Teaching Aids: • Rhyme Book-
1.gIntI (Pg.32)(Hindi) 2. Rainbow Colours (Pg.20) 3. Do Your Best (Pg.7)
Teaching Methodology: Refer to Fortnight 1 Extended activities: Refer to Fortnight 1 Note: Revise all earlier rhymes before a new one is introduced.
488
Subject : English Topic:Writing Y y,C c, X x, U u, F f.
No. of Periods : 8
Fortnight :4
Learning Outcomes: • Will be able to write the letters with correct strokes. Teaching Aids: • Black board, chalk, 4 line note book Teaching Methodology:Refer Fortnight 3 Strokes:
Subject : Maths Topic:Introduction of More and Less
No. of Periods : 3
Fortnight :4
Learning Outcomes: • Will enhance children’s ability to understand the terms “More than” and “Less than” for number quantity. Teaching Aids: • 8- 10 cut-outs of two to three shapes, twigs, stones etc. Worksheet 4and 6. Teaching Methodology: Period 1 • Make the children sit in a semi-circle. Tell the children “Watch me carefully and then answer my questions.” Place the shapes as follows:
• Ask the children “How many squares are there?” – 5 • “How many circles are there?”- 3 “which set has more?” • Let the children answer .Then tell them “The set 5 is more than set 3.And we say that 5 is more than 3.
489
• Allow the children to collect twigs, stones, leaves etc., allow them to make two sets and compare and understand the concept of more and less. Period 2 • After doing the revision of the previous day’s concept, the teacher will draw two sets to compare and call each child to say which set has more and which set has less and also the number. • Then the worksheets are done (one on each day).
Subject : Maths Topic:Introduction of full, half, quarter
No. of Periods : 2
Fortnight :4
Learning Outcomes: • Will enhance the ability to understand the concepts of full, half and quarter. Teaching Aids: • Three transparent disposable glasses, grains, sand and water. Teaching Methodology: Period 1 • Make the children sit in a circle. Tell to the children “today I have an interesting activity for you. Watch me carefully” • Keep the three glasses in front of you. Pour water in one glass up to the brim and ask the children “how much water is there in this glass?” • The children can answer “The glass is full”. • Pour water till half of the second glass and ask the children “How much water is there in the second glass?” • Children may answer the second glass has little water. • Compare the second glass with the first glass and explain. “In the first glass the water is ‘full’ and in the second glass water is ‘half’”. • Fill ¼ of water in the third glass and ask the children “How much water is there in the third glass?” • Children may say ‘third glass has very little water’. The educator should say it is ¼ or quarter. Or it is ½ of ½-see (compare with ½ filled glass) • Now the educator should keep all the three glasses together and show them full, half and quarter. • Children can be given some grains or sand to do the activity as we did with the water.
490
Period 2 • Extended activity: • Children will be given a circle cut out of paper and ask them the shape. They will say it is a full circle. • Fold the circle like this:
• It becomes half a circle or semi-circle. • Fold the semi-circle again into half like this:
• It becomes ¼ or quarter – Full, half and quarter circle. Full half and quarter can be shown by cutting an apple into half and hen quarter in front of the children. • The black board can also be used to draw a circle, semi/half and quarter.
Subject : Maths Topic:Writing Number 4 and 7
No. of Periods : 3
Fortnight :4
Learning Outcomes: • Will learn to write numbers with proper stroke. Teaching Aids: • Black board, Chalk, worksheet no - 8,9,16 and 17. Teaching Methodology: • As the children have learnt to write the patterns of slanting ( ) and sleeping ( ) the educator will show how to write number 4 using these patterns for writing. The educator will first write on the board like this: • “L” shape should be written first without lifting the pencil (follow the direction of the arrow).Then lift the pencil and write the standing line in
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between the sleeping line. “4” is a two stroke number Stroke 1 & 2 is continuous.
• Educator will remind again that the numbers should be written vertically. • After the number “4” the number “7”will be introduced the same manner. • “7” is single stroke number without lifting the hand and is written as follows:
Note: • As standing, sleeping and slanting lines fall in the same pattern children are taught to write the numbers with this pattern - thus we begin with the numbers -1, 4, and 7 Subject : Story Telling No. of Periods : 6 Fortnight :4 Topic:1. The Leopard and the Hare 2. The Rabbits and the Frogs.
Learning Outcomes: • Children will be able to comprehend a story. • Will know that there is a sequence in a story. • Will be able to narrate the story. • Will enhance their vocabulary. Teaching Aids: • Flash cards / puppets related to the characters in the story. • The story book with big pictures. 1. The Leopard and the Hare 2. The Rabbits and the Frogs. Teaching Methodology:Refer to Story Telling Fortnight 1 Extended activity: Refer to Fortnight 1 Note: • Use simple sentences and remembers children love listening to the same story again and again enact it as if you are saying it for the first time. • All stories need not have a moral-so do not stress on the question “So what did you learn?” always.
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The Leopard and the Hare Hundreds of years ago, there was a leopard. He lived in the most dense part of the forest, away from the hustle and bustle of normal life. Whenever the leopard felt hungry, he would come out of his house to hunt and kill other animals. After filling his belly, he would again retreat into his peaceful domain. One early morning, the leopard was wandering in the forest in search of food. Suddenly, He spotted a prey. It was a hare taking a cool nap in his hammock. The cunning leopard approached stealthily. The hare was unaware of the danger. But luck was on his side. Just when the leopard was about to pounce on him, there was a rustling sound behind the bushes. ‘What’s that?’ thought the leopard.’ May be a bigger prey!’ He turned around to find out. Meanwhile, the hare woke up by the sound of crumbling dry leaves under the leopard’s feet. The leopard was indeed right. It was a bigger prey a deer, his mouth watered at the thought of having a heavy breakfast. The clever deer at once sensed danger and started running for his life. The leopard was overpowered by greed! He spared the hare and went after the deer. The deer ran fast …as fast as he could .The leopard chase him close behind. But the deer was the swifter of the two. He dodged through the bushes and plants and soon left the leopard miles behind. When the deer became sure that the leopard could not catch him, he paused and took a deep sigh of relief. The leopard was not at all ready to give up. But when he realized that the deer had disappeared in the thick forest he had no other option but to curse his own stupidity. The leopard became sad. Suddenly, he got reminded of the hare. He turned around and started for the place where the hare had been sleeping, visualizing his target. The leopard reached the spot. But lo! The hare was nowhere to be seen. He had already taken to his heels and saved his precious life! The leopard was very disappointed. He had paid a heavy price for being greedy. That day, he learnt a lesson that a bird in hand is better than two in the bush.
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The Rabbits and the Frogs Once upon a time, in a forest there lived some rabbits. They lived in burrows hidden in the bushes. The whole day they would hop and play, searching for food. But at the slightest strange sound, they all would run back into their burrows. “Beware of the hunters!” their chief would warn. “We are too tiny to stand against an attack.” One morning the rabbits were basking in the sun outside their burrows. Suddenly, there came a jackal. ‘Yumm, delicious food!’ thought the jackal. He hid behind the tree, waiting for the right moment to attack. Just then one of the rabbits spotted the jackal. “Eeeek!” he shrieked. “A hunter is lurking out there!” he whispered into the ears of his chief. The chief alerted them to run for their lives. And soon there was a panic among the rabbits. They darted away helter-skelter. Somehow, they managed to save themselves. However, fear had become a way of life for the poor rabbits. One day, they held a meeting to find a permanent solution. The chief said, “Friends! Our life is always in great peril. We don’t know when the fierce, bigger animals will attack us and eat us up. We can never enjoy freedom and peace. We are too weak to defend ourselves. So, what’s the use of leading a timid life? Let’s all jump into that big pond and end our lives.” All the rabbits agreed with their chief. They decided to jump into the pond since weakling creatures like them had no rights to live. So they thought and ran towards the nearby big pond. But it so happened that some frogs were playing near the pond. The sight of the approaching hares made them recoil in fear. Soon more rabbits come rushing to the pond. “Beware all of you,” gasped the chief of the frogs, “Get back to the pond and snap it up.” For a brief moment, the frogs gaped at them with round eyes. Meanwhile, sensing the danger, the frogs dived headlong into the pond. When the rabbits saw the frightened frogs, they were quite surprised. Their, chief, at once, ordered that none of them should jump into the pond. The sight of the scared frogs became an eye opener to the rabbit chief. He said, “All these days, we thought that we’re the only weakling guys. There are more weaklings than us. So, it tells a lesson that none is superior and none is inferior. Everyone has one’s own potentiality. Life has ups and downs. So, let’s take life as it comes and live happily.”
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Subject :Science & Geo Topic:Seasons - Rainy season
No. of Periods : 4
Fortnight :4
Learning Outcomes: • Will make them aware of the climatic condition, food, clothes, diseases Teaching Aids: • Black board, pictures Teaching Methodology: Period 1 • The educator will take the children outside and will ask them to close their eyes & feel the air. Then she will ask them to open their eyes and will ask • How did you feel? • Touch the plant & tell? • How is the ground – is it wet or dry? • How is the sky –cloudy • As this topic will be done during the rains, it will be easy for the children to understand the climatic condition Period 2 • The educator will repeat the previous day’s work and will move on to the type of clothes. She will ask the children if Rahul does not bring umbrella/raincoat to school, then what will happen. These clothes protect us from getting wet. The educator will try to extract answers from the children and will make the class more interactive. • The educator will talk about gumboots, umbrella, wind sheeter, raincoat and she will draw on the board and will also show these things. Period 3 • The educator will talk about the type of food we eat in rainy season and the diseases related to rainy season if we eat unhygienic food. She will lay stress on washing of hands and will talk about the eye disease – conjunctivitis which is infectious, a disease common during this season. She will also instruct the children not to play in the puddle of stagnant water as it is dirty and has lot of germs and is a breeding ground of mosquitoes.. Note: • Related activity will be done where the class will be divided into three groups and each group will be given different topic like climatic condition, clothes we wear during rainy season & food we eat. They will be asked to bring pictures from home and will stick in the class.
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Experiment: How can you measure rainfall? The educator tells children that: Rainfall is measured with an instrument called a rain gauge. Since rain starts and stops in different places at various times, the rain gauge should be kept in one place and checked at the same time each day. Doing this will give agood idea of the pattern of rainfall in a certain area. Then the educator explains - how to make a rain gauge: • Make a scale on the side of the jar using the water proof pen. Put the funnel in the jar and tape them together. • Put the jar out in the open take care that it is not near a roof edge or a tree or plant. • Let rain water collect in the jar. Decide how many days you will wait before checking your rain gauge. When the time is up, look at the level of water in the jar to see how much rain fell during that period. Do this experiment for a month, each time for the same number of days. • Do this activity at school. • Allow children to express what they have observed. Once you get all the observation explain what the experiment reveals.
Subject : Block Room Topic:Construction building set
No. of Periods : 3
Fortnight :4
Learning Outcomes: • Will develop motor skills. • Will stimulate the child for logical thinking. • Will develop eye-hand co-ordination. • Will develop child’s imagination, thus making her more creative and selfconfident.
• Will develop team spirit and thus the child learns to respect others work and feelings.
Teaching Aids: • Set consists of various brightly coloured pieces of wood of different shapes and sizes (small & big, thick & thin). Teaching Methodology: • The educator will take material in a tray and will display it. She will then do colour identification showing the different pieces. Similarly, revision of some shapes like cuboids, rectangle, square, triangle, etc. will be done. Simple exercises like matching of shapes or colours will be demonstrated. Some attractive designs and creations will be demonstrated. She will ask the children to put up more pieces in the same patterns. • After 2-3 demonstrations of various creations, the children should be allowed to create their own imaginative structure.This exercise should be given individually. They may be allowed to make and unmake on their own. This will enrich them with pleasure and satisfaction. • Gradually the educator gives the set in groups of 2-3 children. The team work by them will bring out creativity in a unique way.
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Subject : Block Room Topic:Luna
No. of Periods : 3
Fortnight :4
Learning Outcomes: • Revision of colours and few shapes can be done. • Will help in the development of finger muscles. • Will learn to explore and become creative. Teaching Aids: • It consists of crescent moon shaped pieces of different shape and size. There are three colors repeated in the same order (5 each) i.e. Blue, green and yellow. Teaching Methodology: • The educator will take the pieces from the box one by one and mix them up and display in front of the children. First, sort out the three colors then three circles have to be made. While sorting they will know the three shades of colour. Secondly different patterns and designs can be made using all the fifteen pieces. • Allow the child to perform individually and each child should learn to be independent and bring out her creativity.
Subject : PLS Topic:Wearing a T- shirt
No. of Periods : 2
Fortnight :4
Learning Outcomes: • The child will become independent. • Will learn how to wear a T-shirt. Teaching Aids: T-Shirt Teaching Methodology: • The educator will give a demo by calling out a child and will show how a child should wear a T- Shirt. • She will make her wear one on herslip so she should choose a child who has worn a slip. • If there are buttons on the T-Shirt, first the child should open the buttons. • Then bring her T- Shirt over her head, put her left hand in and right hand and slide her T –Shirt through her neck and pull it down. • The educator will ask all the children to take out their T- Shirt and they will get ready by holding the T –Shirt in their hand. • When the educator will say “start” they will all start the activity. She will make sure that all are able to wear it correctly. • If any child is having difficulty, then she will guide and give her more practice. • She will also encourage to wear their own T – Shirt at home also on their own.
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Note: • Do not make a child remove all her clothes in front of the class. • The demonstration should be done with a T-shirt worn on the vest the child is wearing so the teacher should ask every child to wear a vest/slip the day before. Also should inform about it to the mothers during Mother’s workshop. Subject : Art & craft Topic:Paper folding - Tulip flower
No. of Periods : 4
Fortnight :4
Learning Outcomes: • Will develop concentration and fine motor skills. Teaching Aids: • Origami paper. • Poster colour. Teaching Methodology: • The educator will take one origami paper and fold it diagonally to form a triangle.
1
2
• Then turn the open part upward and fold the opposite two corners in triangular shape to form a tulip flower.
• At last stick the flower on paper and draw its stalk and leaves. Extended activity: • The educator will explain about the required climatic condition to grow Tulip flower in large scale. • Drawing Book page 1 will be done. Subject : Hindi Topic: ´ÉhÉǨÉɱÉÉ '@ñ' 'B' 'Bä'
No. of Periods : 2
Learning Outcomes:
• ´ÉhÉǨÉɱÉÉ EòÒ {ɽþSÉÉxÉ (º´É®ú +Éè®ú ´ªÉÆVÉxÉ) • ˽þnùÒ ´ÉhÉÉäÈ EòÒ {ɽþSÉÉxÉ +Éè®ú ºÉ½þÒ =SSÉÉ®úhÉ Teaching Aids:
• ¤±ÉèE ¤ÉÉäbÇ • ´ÉhÉǨÉɱÉÉ E É SÉÉ]Çõ 498
Fortnight :4
Teaching Methodology: Period 1
• ʶÉÊIÉEòÉ ¤±ÉèE ¤ÉÉäbÇ {É®ú BEò +IÉ®ú ʱÉJÉåMÉÒ Ê¡ò®ú =ºÉEòÉ =SSÉÉ®úhÉ ´É½þ UôÉjÉÉå EòÉä ʺÉJÉɪÉåMÉÒ* =nɽ®hÉ: ªÉ½þ ½éþ '@ñ' 'B' • +¤É ´É½þ @ñ ºÉä +Éè®ú B ºÉä ¶ÉÖ°ü ½þÉäxÉä ´ÉɱÉä ¶É¤nù ¤ÉiÉɪÉåMÉÒ* =nɽ®hÉ: '@ñ' ºÉä @ñʹÉ, +Éè® ¤ÉÉäbÇ {É® ÊSÉjÉ ¤ÉxÉɪÉåMÉÒ* =nɽ®hÉ: 'B' ºÉä Bc÷Ò, BEò, +Éè® ¤ÉÉäbÇ {É® ÊSÉjÉ ¤ÉxÉɪÉåMÉÒ* • +ÆiÉ ¨Éå ʶÉÊIÉEòÉ UôÉjÉÉå EòÉä '@ñ' ºÉä +Éè®ú 'B' ºÉä ¶ÉÖ°ü ½þÉäxÉä ´ÉɱÉä ¶É¤nù ¤ÉiÉÉxÉä Eäò ʱɪÉä =iºÉÉʽþiÉ Eò®åúMÉÒ* • ºÉÉ®äú ¶É¤nùÉå EòÉä ¤±ÉèE ¤ÉÉäbÇ {É®ú ʱÉJÉEò®ú ʶÉÊIÉEòÉ UôÉjÉÉå EòÉä =ºÉ Eäò {ÉÒUäô nùÉä½þ®úÉxÉä Eäò ʱɪÉå Eò½åþMÉÒ* • ʶÉÊIÉEòÉ ¤±ÉèE ¤ÉÉäbÇ {É®ú +IÉ®ú ʱÉJÉåMÉÒ +Éè®ú UôÉjÉÉå EòÉä =ºÉ +IÉ®ú EòÒ {ɽþSÉÉxÉ Eò®úxÉä Eäò ʱɪÉå Eò½åþMÉÒ* • ʶÉÊIÉEòÉ =ºÉ +IÉ®ú ºÉä ¶ÉÖ°ü ½þÉäxÉä ´ÉɱÉä ¶É¤nù UôÉjÉÉå EòÉä Eò½þxÉä Eäò ʱɪÉå Eò½åþMÉÒ Ê¡ò®ú ¤±ÉèE ¤ÉÉäbÇ {É®ú ʱÉJÉåMÉÒ +Éè®ú ºÉÉ®äú UôÉjÉÉå EòÉä {ÉÒUäô nùÉä½þ®úÉxÉä Eäò ʱɪÉå Eò½åþMÉÒ* Period 2 • ʶÉÊIÉEòÉ ¤±ÉèE ¤ÉÉäbÇ {É®ú BEò +IÉ®ú ʱÉJÉåMÉÒ Ê¡ò®ú =ºÉEòÉ =SSÉÉ®úhÉ ´É½þ UôÉjÉÉå EòÉä ʺÉJÉɪÉåMÉÒ*
=nɽ®hÉ: ªÉ½þ ½éþ 'Bä' • +¤É ´É½þ 'Bä' ºÉä ¶ÉÖ°ü ½þÉäxÉä ´ÉɱÉä ¶É¤nù ¤ÉiÉɪÉåMÉÒ* =nɽ®hÉ: 'Bä' ºÉä BäxÉEò, Bä®úÉ´ÉiÉ, +Éè® ¤ÉÉäbÇ {É® ÊSÉjÉ ¤ÉxÉɪÉåMÉÒ* • +ÆiÉ ¨Éå ʶÉÊIÉEòÉ UôÉjÉÉå EòÉä 'Bä' ºÉä ¶ÉÖ°ü ½þÉxä Éä ´ÉɱÉä ¶É¤nù ¤ÉiÉÉxÉä Eäò ʱɪÉä =iºÉÉʽþiÉ Eò®åúMÉÒ* • ºÉÉ®äú ¶É¤nùÉå EòÉä ¤±ÉèE ¤ÉÉäbÇ {É®ú ʱÉJÉEò®ú ʶÉÊIÉEòÉ UôÉjÉÉå EòÉä =ºÉ Eäò {ÉÒUäô nùÉä½þ®úÉxÉä Eäò ʱɪÉå Eò½åþMÉÒ* • ʶÉÊIÉEòÉ ¤±ÉèE ¤ÉÉäbÇ {É®ú +IÉ® úʱÉJÉåMÉÒ +Éè®ú UôÉjÉÉå EòÉä =ºÉ +IÉ®ú EòÒ {ɽþSÉÉxÉ Eò®úxÉä Eäò ʱɪÉå Eò½åþMÉÒ* • ʶÉÊIÉEòÉ =ºÉ +IÉ®ú ºÉä ¶ÉÖ°ü ½þÉäxÉä ´ÉɱÉä ¶É¤nù UôÉjÉÉå EòÉä Eò½þxÉä Eäò ʱɪÉå Eò½åþMÉÒ Ê¡ò®ú ¤±ÉèE ¤ÉÉäbÇ {É®ú ʱÉJÉåMÉÒ +Éè®ú ºÉÉ®äú UôÉjÉÉå EòÉä {ÉÒUäô nùÉä½þ®úÉxÉä Eäò ʱɪÉå Eò½åþMÉÒ*
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Subject :Saturday Visit Topic:KiteMuseum
Fortnight :4
Learning Outcomes: • Refer to Saturday VisitFortnight1 • Will make the children aware of kites of olden days, about kite flying in and outside India. • Museum-Will make the children aware of Ahmedabad culture. Teaching Aids:Kite Museum Teaching Methodology:Refer to Saturday VisitFortnight 1 Note: • The educator should be alert and also discourage children from talking to strangers. • The educator should also be alert that strangers do not take photographs of the children. Teaching Learning Materials Used In this Fortnight
Fortnight : 4 – Block room – Luna
Fortnight : 4 – Art & Craft – tulip-Flower
Fortnight : 4 Block room – Construction Building Set
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Subject : GMS Topic:Dribbling a ball
No. of Periods : 1
Fortnight : 5
Learning Outcomes: • Will develop muscular strength, learn to bounce and dribble. • To develop eye-hand co-ordination. Teaching Aids: • Basket ball Teaching Methodology: • The educator will demonstrate how to dribble the ball using only the palm. • Then she will give a chance to each child to dribble the ball slowly using the palm. • Once all of them have got a chance to dribble slowly the educator will dribble a little faster • Then the children will learn to dribble the ball quickly, and to have control to dribble for a longer time. Extended activity: • The children can be taught to dribble the ball by walking and covering a short distance. Then they can be encouraged to dribble the ball by running fast. Note: • This activity should be done with a basketball and on a plain ground. • This activity will be carried out in the next week also in outdoor free play. • Explain what is dribbling-it is to move the ball forward with repeated slight touches or bounces. Subject : GMS No. of Periods : 1 Topic:Walking backward on toes and heels
Fortnight : 5
Learning Outcomes: • Will develop muscular strength and balancing skills. • Will enhance self-control and also develop confidence to walk backwards. Teaching Aids:None Teaching Methodology: • As the children have already learnt to balance and walk/run on toes forward, the teacher will demonstrate how to walk backwards on toes. • Demonstrate how to balance oneself on heels, then to walk slowly backwards on heels. • Children will do the activity as demonstrated by the teacher. • The educator should try to ensure that the children do not look back while moving backwards. She should motivate them to walk/run at least a few steps backwards without looking on their heels.
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Subject : FMS No. of Periods : 2 Topic:Pattern making on paper using toothpicks & pasting
Fortnight : 5
Learning Outcomes: • Will enhance the children’s fine motor skills. • Will enhance their creativity. Teaching Aids: • A4 size paper • Crayons. • Tooth picks. • Fevicol. Teaching Methodology: Period 1 • The educator will give a demo – explaining how it is to be done. • First take an A-4 Size paper and draw a sun or a hut (it depends on the children as to what object they want –the educator can give a choice.) • Colour it with colours of your choice. • On the outlines of the hut / the sun, the toothpicks are stuck. First apply fevicol with the tip of the finger on the toothpick and place it as desired. • After the demonstration is over the teacher will give A 4 size paper to all and ask the children to draw and colour. Period 2 • The educator will make groups of 5 children and will distribute the toothpicks and fevicol among the five groups. • They will stick the toothpicks as demonstrated and complete the work. Note: • The children will bring toothpicks from their homes. Note for the same to be sent three days before the activity. • The educator should ask children to use little fevicol so that their work gets a good finishing. • She should encourage them to put up a neat and tidy work. Subject : Circle Time No. of Periods : 10 Topic:A talk on Independence Day and Freedom fighters
Fortnight : 5
Learning Outcomes: • Will know that India was ruled by the Britishersbefore our independednce. • Will know how and when we got freedom. • Will know about few personalities who fought for our freedom.
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Teaching Aids: • Photographs of Gandhiji, Mangal Pandey, Lala Lajpat Rai, Rani Lakshmibai , Bhagat Singh and Subhash Chandra Bose Teaching Methodology: Period-1 and 2 • The educator will make the children sit in a circle • She will ask them “What is Independence Day and why do we celebrate Independence Day?” and should listen with interest to what they say. • Then the educator will tell the story of our Independence. • She will explain how Britishers came and settled in our country. • They liked this place and started taking one place after the other under their control slowly the whole of India came under the control of British people and they brought new rules and started ruling us. • People like Gandhiji, Nehruji, Ram Laxmi Bai and many people realised that India should get freedom from the British who were Foreigners. Then so many people like Lala Lajpat Rai, Mangal Pandey, Subhash Chandra Bose, and Bhagat Singh joined our freedom movement. • Finally on August 15th 1947, after a long struggle India got freedom at mid night from the Britishers. • So we celebrate August 15th as our Independence Day and should pay tribute to all the people who fought for our freedom. • On August 15th the Prime Minister hoists the flag at Red fort in Delhi. Period 3 and 4 • The educator will revise about Independence and its values. • She will give information about few freedom fighters like Lala Lajpat Rai, Subhash Chandra Bose, Bhagat Singh, Rani Laxmi Bai.(Information’s attached).She will share about one freedom fighter every day. Extended activity: • The educator can talk about the flag and its colours, what does each colour mean. Saffron- courage, White-peace, Green- prosperity. • Who wrote our National Anthem? Shri Rabindranath Tagore. • The educator can allot a few freedom fighters names to the children and parents can prepare them to talk about the freedom fighter and they can share the information in the class. • This topic will be carried out in the next week also. Reference Material: Gandhiji: He was born on October 2, 1869 at Porbandar Gujarat. His father’s name was Karamchand and Mother’s name was Putaliba. He was the man who made India’s freedom movement a mass movement. The most unique thing about his struggle was that it was completely non- violent. After finishing his early education at Rajkot, he sailed to England to study Law. He went to South Africa where he started the ‘satyagraha movement’. When he returned to India he took up the leadership of India’s freedom struggle. His untiring and consistent efforts finally achieved India’s
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Independence on August 15, 1947. On January 30, 1948 Gandhiji was assassinated by Nathuuram Godse. Seeing his great work, he was awarded the title ‘Mahatma’ and called the father of the Nation. Mangal Pandey: Mangal Pandey was very humble and always gave importance to his duty while serving the British Government as a soldier. He was a brave and the first soldier in the British army who challenged the British rule directly. Later he was captured by the British and hanged. Thus the name of Mangal Pandey becomes an emblem of revolt against British rule. Lala Lajpat Rai: Lala Lajpat Rai was born at Dhudike in Ferozepur district on January 28, 1865. He is also known as the ‘lion of Punjab’. He took law as a profession He was a thinker, writer, orator and a passionate fighter for the revival of the ancient Indian culture and values. He came under the influence of Swami Dayanand and joined the Arya Samaj. In contrast to Ganghiji’s view, he believed independence could not be gained through non-violence. He was actively involved in the partition of Bengal with Bal Gangadhar Tilak who had the same views. These three opposed the Britishers and promoted the awareness among people for freedom. These trios were popularly known as Lal, Bal and Pal. Lala Lajpat was brutally beaten while protesting against the Simon Commission due to which he died on November 17, 1928. Rani Lakshmibai: Rani Lakshmibai was born on November 19, 1835 in Varanasi. Her childhood name was Manu Bai. Her father worked for Baji Rao. After the death of her mother Bhagirathi Devi, she came to Bithur with her father. In Bithur she learnt horse riding and martial arts along with Peshwa’s sons – Nana Saheb and Rao Saheb. She was married to Raja Gangadhar Rao of Jhansi and gave birth to a child who died after three months. Later Maharaja Gangadhar Rao adopted a five – year old child, Damodar Rao. After the death of Gangadhar Rao, the British annexed the state on the plea that the state did not have any successor of Rao. Rani of Jhansi started preparations to teach a lesson to the British. She got an opportunity when the sepoy regiment stationed at Jhansi. She fought with great skill and bravery against the British. But she died in the battlefield fighting against the British. Bhagat Singh: Bhagat Singh was born at Katyanpu, Punjab on May 23, 1907 in a reputed Sikh family of freedom fighters. His father Kishan Singh was also a freedom fighter. He completed his primary education in Bengal and he left the school because of the disturbances that was seen across India. On the call of Gandhi he joined the non – cooperation movement. He joined congress but he decided to get independence with armed revolution. He was a National Hero who gave a new way to the revolutionary movement
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in India. He found ‘Naujavan Bharat Sabha’ in Punjab. His anger arose when he came to know about the lathi charge and the death of Lala Lajpat Rai. He fought against British Generals and the Government got annoyed with his work – sowing the seeds of independence among the common people. On March 23, 1931 Bhagat Singh, together with Rajguru and Sukhdev, was hanged by the British Government. But even today he remains as a real hero in the history freedom fighters. Subhash Chandra Bose: Subhash Chandra Bose was popularly known as ‘Netaji’. He was born on January 23, 1897 in Orissa. He had his primary education in Cuttack and later in the PresidencyCollege in Kolkata. He appeared for Indian Civil Service examination and got the fourth place, but refused to serve the British Government. He wanted to drive the British out of India and under the influence of Gandhiji, joined the Indian National Congress. During the freedom struggle, he was imprisoned several times for his revolutionary activities. He was twice elected as the President of the Indian National Congress. He did not agree with Gandhiji on following ‘Ahimsa’ for achieving freedom Gandhi and Nehru did not help and agree for forming an army for fighting. So he went to Germany and got help from the ruler Hitler and organised Indian National Army. He coined the Slogan “Give me blood and I will give you freedom”. And till his end he fought for our freedom. He died in an air accident in 1945 and in 1992; the Indian Government conferred him the title of Bharat Ratna. Subject : Rhymes & Songs No. of Periods : 6 Fortnight : 5 Topic: Our National Flag /Mary Had A Little Lamb / Saare jha> se AC7a (H)
Learning Outcomes: • Children will be able to recite rhymes on their own with action and expression. • They will be aware of new words. • Their comprehension level will improve. Teaching Aids: • Rhyme Book - 1. Our National Flag (Pg.15) 2. Mary Had A Little Lamb (Pg.23) 3.Saare jha> se AC7a (attached) Teaching Methodology: Refer to Fortnight 1 Extended activities: Refer to Fortnight 1
Note: • Revise all earlier rhymes before a new one is introduced.
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Subject : English Topic: Writing of E e, Z z, J j, K k, V v
No. of Periods : 8
Fortnight : 5
Learning Outcomes: • Refer to lesson plan Fortnight 3 • Will learn to follow and give instructions. Teaching Aids: • Same as Fortnight 3 Teaching Methodology: • Refer to lesson plan Fortnight 3 Strokes
Subject : Maths Topic: Introduction of odd one out
No. of Periods : 4
Fortnight : 5
Learning Outcomes: • Will enhance the children’s ability to classify objects having similar characteristics. Teaching Aids: • Pen, Pencil, Eraser, Bowl, Twig, Leaf, Grass, Black board, Chalk, Paper, Worksheet no -5, 3 and 8. Teaching Methodology: • The educator will make the children sit in a circle. Spread the objects - pen, pencil, eraser and bowl. Ask the children “Which one is different in this group”? The children may say bowl/pen/pencil/eraser. • Listen to them with patience and then explain“The bowl is different or odd in this group. Why? pen, pencil and eraser are used for writing.”
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• Place a twig, leaf, grass, stone -ask the children and get the answers. • Like this take some common objects in the class and do this activity till the concept becomes clear. Extended activity: • Some objects like cup, umbrella, cloud, rain can be drawn on the board. • Children can be called out to find the odd object and circle. It will be cup, for umbrella, cloud and rains are similar. • Once the concept is clear the children will do the worksheet no. – 5&6. Subject : Maths Topic: Writing numbers 9 and 10
No. of Periods : 8
Fortnight : 5
Learning Outcomes: • Will enhance the ability to write the numbers 9 and 10 by following the stroke. Teaching Aids: Board and chalk Teaching Methodology: • The educator follows the same methods of teaching to write the numbers as done before.(Refer writing numbers 1, 4 and 7) • Number 9 is written in this • Number 10 is written in this way 9 (Single stroke) way 10 (Two strokes 1 and 0)
Note: • Make children write with chalk on the board / slate before making them write in the book. Subject : Story telling Topic:Krishna and Kalia
No. of Periods : 6
Learning Outcomes: • Children will be able to comprehend a story. • Will know that there is a sequence in a story. • Will be able to narrate the story. • Will enhance their vocabulary. Teaching Aids: • Flash card / puppets related to the characters in the story. • The story book with big pictures. • Krishna & Kalia-Story Book
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Fortnight : 5
Teaching Methodology: Refer to Fortnight 1 Extended activity: Refer to Fortnight 1 Note: • Use simple sentences and remembers children love listening to the same story again and again; enact it as if you are saying it for the first time. • All stories need not have a moral-so do not stress on the question “So what did you learn?” always. Krishna and Kaliya On the banks of the river Yamuna, there once was a beautiful village named Gokul. Lord Krishna, as a child, lived here with his foster parents, Nanda and Yashoda. Everyone in Gokul adored Krishna. He was very intelligent and brave. Krishna and his friends would often go playing near the river. They would climb up the trees and run around the rocks. Life in Gokul was quite peaceful until one day a many headed serpent named Kaliya made his way into the river. He began to live there and spread his venom in the water. Kaliya was extremely poisonous; just a drop of his venom could kill. So far, the river had been the main source of water for the people of Gokul. But now Kaliya had polluted it. Life became extremely difficult without water but no one dared to drive Kaliya away from there. People feared even going near the river, let alone using its water. Mothers were extra careful not to let their children wander that side. But one day little Krishna and his friends stole their way to Yamuna “Ah our favourite spot!” they sighed of joy. They began to play with a ball. Suddenly, the ball slipped from a boy’s hand and went bouncing into the river. Krishna‘s friends were frightened. But Krishna was not. “Don’t worry, friends!” he said. “I’ll get the ball from the river.” “No!” cried the boys. “Kaliya lives there!” “So what?” said Krishna. “He can’t stop me from entering into the river. Nothing will happen to me,” Krishna said and dived into the river. His friends were terribly frightened; they ran to Nanda and told him all that had happened. Meanwhile, Krishna reached the bottom of the river where Kaliya was resting. Suddenly Kaliya opened up his eyes and hissed, “Who’s there?” Krishna stood firm in front of Kaliya. “How dare you come here?” Kaliya fumed. “Don’t you know this river is mine?” “You’ve usurped it from us,” said Krishna, “and that’s not right!” “So you will tell me what’s right and what’s not~” hissed Kaliya, raised his hood in anger. He threw his fans at Krishna. At this, Krishna swiftly turned around and jumped into Kaliya’s head. Thumping his tiny feet, he then began to dance. Kaliya writhed in pain, and he left each step of Krishna like a giant rock crushing his head. “Spare me please,” Kaliya begged. “Only if you leave this place forever,” said Krishna. Kaliya promised to do so. Krishna then stopped his dance. As he emerged from the river, standing upon Kaliya’s hood people were filled with awe and surprise. Kaliya asked their forgiveness and left the place forever. The river was once again fresh and pure. The villagers thanked and praised Krishna.
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Subject : Science& Geo Topic: Water – uses and sources
No. of Periods : 2
Fortnight : 5
Learning Outcomes: • Will create awareness about the importance of water • Will enhance the knowledge about the various sources of water Teaching Aids: None Teaching Methodology: Period 1 • The educator will begin by bringing the classes’ attention to the importance of water. She will ask the children “Should we waste water? “How does water come to our house?” • She will wait, till she gets some responses. • Then she will begin with the sources of water & will ask from where do we get water. The main source of water is rainfall. She will then go on to explain the water cycle with the help of a diagram. Period 2 • She will do a quick recap of Period:1 • She would go on to explain that rainwater gets collected in rivers, ponds, lakes & sea • Snow melts from the mountains and the water flows into the river • After explaining the sources of water the educator will ask the children about how we use water. She will try to get maximum answers from the children. She may need to give hints and motivate them. • She will also discuss on ways of saving water. Subject : Sci & Geo Topic: Senses – sight
No. of Periods : 2
Fortnight : 5
Learning Outcomes: • Will learn how important our eye sight is, to understand the concept of far and near and the role our eyes play. Teaching Aids: Objects around us - far and near Teaching Methodology: Period 1 • The educator will take the class outside in the lawn and will ask them to close their eyes. She will then ask them “Can you see? Now with your eyes closed, walk without banging into each other.” • “Is it possible to walk with our eyes closed? Can you see the bird flying? Can you see the big neem tree? No. This shows that we see things with our eyes. Eyes are one of the most vital parts of our body.”
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• The educator will go on to say how we should take care and protect our eyes as eyes are the most sensitive and we must not put or poke sharp objects in our eyes. Period 2 • The educator will take the whole class outside and will point at a distant tree. How big does the tree look? Does it look big? No. It looks small. But the tree which is near looks very big. This tells us that objects which are near us look big but the objects which are far look small. • She will take few more examples. • Related Worksheet No. 33 (English workbook): in which the objects which remain on the ground like hut, tree, etc. to be drawn on the ground and objects which are far i.e. seen in sky like kite, sun to be drawn up in the sky. Subject : Block Room Topic: Vipella 1
No. of Periods : 6
Fortnight : 5
Learning Outcomes: • Will help to develop imagination and creativity in children and gives infinite possibilities to their imagination. • Revision of shapes, counting etc. Teaching Aids: • Wooden blocks of rectangle-12 pieces, square-8 pieces. Red, blue, green and yellow coloured blocks i.e., rectangle-3 and square-2 of each colour. Teaching Methodology: • The teacher will make the children sit in a circle and she will demonstrate. • She will show the shapes, square and the rectangle. She will show the corners, edges and surfaces of square and rectangles. • She will also count and show the number of rectangles and square, she will also show that two squares make one rectangles.(concept of fraction) • She will use the blocks and make some buildings, sofas, chairs etc. and demonstrate. • The children will observe and will come out with their endless patterns and creations. Note: • The educator will also show how to wind up i.e.,keep the three blue rectangles and two blue squares at one corner, then red, yellow and green blocks in the other three corners.
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Subject : PLS Topic: Cleaning puzzles
No. of Periods : 2
Fortnight : 5
Learning Outcomes: • Will help them to be systematic and organized. • Will enhance child’s ability to classify and sort out the puzzles Teaching Aids: • Variety of puzzles (Wooden, plastic and paper) in the class room • A big box Teaching Methodology: Period 1 & 2 • The educator will sit along with children and talk about the importance of cleanliness to arrange the thing systematically in whatever groups it belongs to. • She will then make a group of 7 each (total 3 groups) • Then she will ask each group to collect a particular puzzle i.e. group 1wooden puzzles, group 2-plastic puzzles, group 3-paper puzzles. • Then she will ask the group to take the puzzles out of the box. • She will give them a dry rag and ask them to wipe each piece. • Then she will guide them to clean the box in which the puzzles are kept. • They will then put the puzzles back in the box in a nice, organized manner. Period 3 & 4 (next week) • This week they will clean the rest of the puzzles. • This time the educator will refrain from giving any instructions. She will observe and allow children to work on their own. • She will pitch in only if it is very necessary. Subject : Art & craft Topic: Flag making
No. of Periods : 4
Fortnight : 5
Learning Outcomes: • Will develop fine motor skills. • Children will be aware about the sequence as well as significance of colour in the Indian Flag and to know the number of spokes in the Asoka Chakra Teaching Aids: • Crayons • A4 size paper
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Teaching Methodology: Period 1 and 2 • First the educator will show the National Fag to the children and explain the sequence of the colours as well as no.of spokes in the Ashoka chakra. • She will also explain what each colour stands for. • Then she will take ½ A4 size paper and will draw the two horizontal lines of equal length and equal distance to form three rectangles. • After drawing rectangles she will fill the upper one with saffron colour and lower one with dark green colour. • Lastly she will draw the Ashoka chakra with dark blue colour with 24 spokes. • She will then give the children ½ A4 size paper and allow them to do as demonstrated. Period 3 and 4 (next week) • The children will be given another ½ A4 size paper. • This time they have to make the flag without any instructions, on their own, more neatly and nicely than what they did last week. • Drawing Book page – 11.
Subject : Hindi Topic: ´ÉhÉÇ ¨ÉɱÉÉ +Éä +Éè
No. of Periods : 2
Fortnight : 5
Learning Outcomes: • ´ÉhÉǨÉɱÉÉ EòÒ {ɽþSÉÉxÉ (º´É®ú +Éè®ú ´ªÉÆVÉxÉ) • ˽þnùÒ ´ÉhÉÉäÈ EòÒ {ɽþSÉÉxÉ +Éè®ú ºÉ½þÒ =SSÉÉ®úhÉ Teaching Aids: • •
¤±ÉèE ¤ÉÉäbÇ ´ÉhÉǨÉɱÉÉ E É SÉÉ]Çõ
Teaching Methodology: Period 1
• ʶÉÊIÉEòÉ ¤±ÉèE ¤ÉÉäbÇ {É®ú BEò +IÉ®ú ʱÉJÉåMÉÒ Ê¡ò®ú =ºÉEòÉ =SSÉÉ®úhÉ ´É½þ UôÉjÉÉå EòÉä ʺÉJÉɪÉåMÉÒ* =nɽ®hÉ: ªÉ½þ ½éþ '+Éä' • +¤É ´É½þ + ºÉä ¶ÉÖ°ü ½þÉäxÉä ´ÉɱÉä ¶É¤nù ¤ÉiÉɪÉåMÉÒ* =nɽ®hÉ: '+Éä' ºÉä +ÉäºÉ, +Éä], +ÉäJɱÉÒ, +Éè®ú ¤ÉÉäbÇ ÷{É®ú ÊSÉjÉ ¤ÉxÉɪÉåMÉÒ* • +ÆiÉ ¨Éå ʶÉÊIÉEòÉ UôÉjÉÉå EòÉä '+Éä' ºÉä ¶ÉÖ°ü ½þÉäxÉä ´ÉɱÉä ¶É¤nù ¤ÉiÉÉxÉä Eäò ʱɪÉä =iºÉÉʽþiÉ Eò®åúMÉÒ* • ºÉÉ®äú ¶É¤nùÉå EòÉä ¤±ÉèE ¤ÉÉäbÇ {É®ú ʱÉJÉEò®ú ʶÉÊIÉEòÉ UôÉjÉÉå EòÉä =ºÉ Eäò {ÉÒUäô nùÉä½þ®úÉxÉä Eäò ʱɪÉå Eò½åþMÉÒ* Period 2
• ʶÉÊIÉEòÉ ¤±ÉèE ¤ÉÉäbÇ {É®ú BEò +IÉ®ú ʱÉJÉåMÉÒ Ê¡ò®ú =ºÉEòÉ =SSÉÉ®úhÉ ´É½þ UôÉjÉÉå EòÉä ʺÉJÉɪÉåMÉÒ* =nɽ®hÉ: ªÉ½þ ½éþ '+Éè' 512
• +¤É ´É½þ '+Éè' ºÉä ¶ÉÖ°ü ½þÉäxÉä ´ÉɱÉä ¶É¤nù ¤ÉiÉɪÉåMÉÒ*
=nɽ®hÉ:'+Éè' ºÉä +Éè®iÉ, +Éè¹ÉÊvÉ, +ÉèVÉÉ®, +Éè®ú ¤ÉÉäbÇ÷ {É®ú ÊSÉjÉ ¤ÉxÉɪÉåMÉÒ*
• +ÆiÉ ¨Éå ʶÉÊIÉEòÉ UôÉjÉÉå EòÉä '+Éè' ºÉä ¶ÉÖ°ü ½þÉäxÉä ´ÉɱÉä ¶É¤nù ¤ÉiÉÉxÉä Eäò ʱɪÉä =iºÉÉʽþiÉ Eò®åúMÉÒ*
• ºÉÉ®äú ¶É¤nùÉå EòÉä ¤±ÉèE ¤ÉÉäbÇ {É®ú ʱÉJÉEò®ú ʶÉÊIÉEòÉ UôÉjÉÉå EòÉä =ºÉ Eäò {ÉÒUäô nùÉä½þ®úÉxÉä Eäò ʱɪÉå Eò½åþMÉÒ*
Subject : Saturday visit Topic: Railway Station
Fortnight : 5
Learning Outcomes: • Refer to Saturday VisitFortnight1 • Will make the children aware of Goods and Passengers train, how to go in for a reservation for traveling, show them how to buy a train ticket. Teaching Aids: • Railway Station Teaching Methodology: • Refer to Saturday Visit Fortnight 1 Note: • The educator should be alert and also discourage children from talking to strangers. • The educator should also be alert that strangers do not take photographs of the children.
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Teaching Learning Materials Used In this Fortnight
Fortnight : 5 – Art & Craft – Our National Flag
Fortnight : 5 – Block room – Vipella Block
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Subject : GMS No. of Periods : 1 Topic: Aiming and throwing a ball in the basket
Fortnight : 6
Learning Outcomes: • Will develop eye hand co-ordination, improve concentration and develop finger muscles. Teaching Aids: • Basket Ball and Basket Ball ring. Teaching Methodology: • The children already know how to dribble a basketball. They can be given some time to practice. • Then the educator will demonstrate how to dribble and come near the basket, stand, and aim and throw the ball into the basket. • Then each child will be given a chance to do as demonstrated by the educator. Extended activity: • Once the children learn to aim and throw in the basket. They can be divided in 3-4 groups and a healthy competition can be conducted between the groups. Note: • The basket should be at a level that these little children can aim - at around 5 ft. from the ground. Subject : GMS Topic: Hoopla
No. of Periods : 1
Fortnight : 6
Learning Outcomes: • Will help to make co-ordinated movements. • Will help them to make controlled body movements. Teaching Aids: • Hoopla Teaching Methodology: • The educator will demonstrate how to rotate the hoopla around the hand first then the wrist. • Then the children will try as demonstrated. • Once they have mastered rotating it on their hand and wrist they can be encouraged to rotate it around their waist and knee. Extended activity: • It can be added as a dance sequence set on a rhythmic music. Note: • The children can be motivated by making children of higher classes demonstrate in front of them. • Children will take time to learn this. So hooplas should be made available to children to practice during free play or in the break to master this activity.
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Subject : FMS No. of Periods : 2 Topic: Transferring water from bowl to bowl using a filler
Fortnight : 6
Learning Outcomes: • Will help in the development of finger muscles. • Will help in the development of eye hand co-ordination. • Will help in enhancing concentration and balance. Teaching Aids: • 2 bowls – one will have water.
• Filler (ink dropper)
Teaching Methodology: • The educator will show how to hold the filler with the help of the fingertips of the thumb and index finger • To begin this activity Step 1- First take water in a bowl. Step 2- Then press the filler into water and release so that the water gushes into the filler. Step 3- Then hold the filler softly over second bowl which is empty and press the filler and release the water into the second bowl. Allow the child tocontinue doing so till around 1/4th of the second bowl has filled. Step 4- Then make the child empty the second bowl and keep it ready for the next child. Note: • This activity is to be done with lot of concentration, so it will be done consecutively over 5 days, as only 4 children will be doing it in one day. • The child who is doing this activity will have to take care of the following things. Not to spill a single drop of water throughout the whole activity. If spilt will clean it with a sponge. To execute it with utmost dedication and concentration. When she comes to the end of this activity, she will empty the bowl and keep the materials ready for the next child. Subject : Circle Time Topic: A Talk on Rakshabandhan
No. of Periods : 2
Fortnight : 6
Learning Outcomes: • Will know and learn how the festival is celebrated Teaching Aids: None Teaching Methodology: • The educator will make the children sit in a circle and share about the festival • She will ask “who all know about Raksha Bandhan? Who all celebrate this festival?” and listens to the various answers.
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• Then she will share that “Raksha Bandhan” is celebrated in India. • It is celebrated during the month of Sawan on “purnima” ie. Full moon day in the Hindu month of Sawan (sometime in August) • It is the symbol of the special relationship between brother and sister. • The sister ties a rakhi on the right wrist of her brother and gives him some sweet. • By tying the rakhi, she shows her deep love and affection for her brother. • She prays for the well-being and long life • The brothers, in return, promise to protect their sister from any danger. They also give gifts or money to their sister. • To celebrate the festival a drama can be enacted in the assembly.
Subject : Circle Time No. of Periods : 6 Topic: Prime Ministers - names in chronological order
Fortnight : 6
Learning Outcomes: • Will be aware of the names of the Prime Ministers of India in chronological order. Teaching Aids: • Board. • Chart and soft board.(Write the names their photos and display) Teaching Methodology: • The educator will make the children to sit in a circle. • She will put a question to them, who is a Prime Minister? • She will listen to all the answers patiently and will explain to them Prime Minister means a leader of a country. • She will then tell that in India we have had many Prime Ministers so far and now it is the thirteenth Prime Minister. • She will then tell the names in order and explain who was our 1st Prime Minister? Who is the present Prime Minister? Who was the first woman Prime Minister? etc. • Jawaharlal Nehru (1st • Rajiv Gandhi. Prime minister). • V.P.Singh • Gulzari Lal Nanda. • Chandra Sekhar. • Lal Bahadur Shastri. • P.V.Narasimha Rao. • Indira Gandhi. • Atal Bihari Vajpayee • Moraji Desai. • H.D.Deve Gowda. • Charan Singh • I.K.Gujral. • Indira Gandhi. (1st • Atal Bihari Vajpayee. Woman Prime Minister) • Dr.Manmohan Singh • She will also tell them who is a President and what is the present President’s name.
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Subject : Rhymes & Songs Topic: Basant(H)/ A.tr m>tr (G)
No. of Periods : 6
Fortnight : 6
Learning Outcomes: • Children will be able to recite a rhyme on their own with action and expression. • They will be aware of new words. • Their comprehension level will improve. Teaching Aids: • Rhyme Book -
1.Basant(Pg. 31) (Hindi) 2. A.tr m>tr (Pg.38) (Gujarati)
Teaching Methodology: - Refer to Fortnight 1 Extended activities: - Refer to Fortnight 1 Note: • Revise all earlier rhymes before a new one is introduced.
Subject : English Topic: Writing N n, M m, W w, Q q, A a
Learning Outcomes: Refer to Fortnight3 Teaching Aids: Same as Fortnight3 Teaching Methodology: Refer Fortnight3 Strokes:
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No. of Periods : 8
Fortnight : 6
Subject : Maths Topic: Writing Numbers 2, 3
No. of Periods : 8
Fortnight : 6
Learning Outcomes: • Ability to write the numbers 2 and 3 by following the proper stroke. Teaching Aids: • Black board, Chalk and worksheet no - 4,5,6 and 7 Teaching Methodology: • The educator will follow the same method of teaching to write the numbers as done before. • Refer writing numbers 1, 4 and 7 -Fortnight 4. • Number “3”is a single stroke • Number “2” is a single stroke number. number.
Subject : Story Telling No. of Periods : 6 Fortnight : 6 Topic: 1.Bheema meets Hanuman 2. The Village Mouse and The City Mouse
Learning Outcomes: • Children will be able to comprehend a story. • Will know that there is a sequence in a story. • Will be able to narrate the story. • Will enhance their vocabulary. Teaching Aids: • Flash cards / puppets related to the characters in the story. • The story book with big pictures. 1. Bheema meets Hanuman 2. The Village Mouse and the City Mouse Teaching Methodology: Refer to Fortnight 1. Extended activity: Refer to Fortnight 1. Note:• Uses simple sentences and remember children love listening to same story again and again enact it as if you are saying it for the first time. • All stories need not have a moral-so do not stress on the question “So what did you learn?” always.
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Bheema meets Hanuman Bheema was the second of the Pandavas, the five righteous princes who fought the great Mahabharata war against their evil cousins, the Kauravas. The Pandavas were born off celestial blessings. Bheema, the strongest, was born of Lord Vayu. As he grew up, he was trained in warfare and martial arts. Mace was his favourite weapon and there was no one who could defeat him at that. Bheema performed many heroic exploits. But gradually he became very vain and overconfident. Once, it so happened that the Pandavas were defeated in a game of dice with the Kauravas, and were exiled. The five brothers, along with their wife Draupadi, left their palace and began to live in a small hut in the Himalayan forests. One day, sitting outside her hut, Draupadi saw a beautiful flower. It had a sweet fragrance that amazed Draupadi. She at once picked up the flower and went to Bheema. “Please get me some more of these flowers,” Draupadi urged.Bheema knew that the flower in question grew only in a remote part of the forest and that it was very difficult to reach there. But he didn’t want to disappoint his wife. So he picked up his mace and started on the narrow, winding path. There were rocks and bushes on either side of the path. Bheema walked fast but carefully. When he reached a dense part of the forest, the path became even narrower. Suddenly, Bheema saw a monkey sitting across the path. Bheema snapped his fingers and shouted at the monkey, “Hey! move aside,” But the monkey didn’t budge. “Can’t you hear me, you foolish monkey? Bheema cried. “You are hindering my way.” The monkey still didn’t move Bheema was enraged. “Move aside or shall I throw you out of my way?” he roared. At this, he monkey said, “O brother! As you can see I an old and weak, not able to move myself. Why don’t you lift my tail and keep it aside?” “Well, I think must do that!” Bheema said vainly. So, Bheema grabbed the monkey’s tail and tried to lift it. But it appeared to be very heavy. Bheema applied all his strength, but to his shock and surprise, he was not even able to shake the tail, let alone lift it. Bheema’s vanity broke into pieces. “Please tell me who you are,” he asked. The monkey smiled and said, “Didn’t you hear me call you ‘Brother’? I am Hanuman like you I too was born of Lord Vayu,” Bheema fell in Hanuman’s feet, asking forgiveness. He had realized his mistake .Hanuman then enlarged his size. Bheema was humble before the huge cosmic form. He vowed never to misuse his might again. Taking blessings from Hanuman, Bheema went in his way. The Village Mouse and The City Mouse Once upon a time, there lived a country mouse. One day, he invited the town mouse, his friend, from the city. The country mouse served lunch to his tired friend. He gave him the tastiest of nuts and corns to eat. The town mouse was surprised at what the country mouse ate. He invited the country mouse, to see the wonders of the city. The country mouse went with his friend. He was shocked to see so many people staying together in the city.Here, the mice had to walk carefully. They somehow managed to save themselves from the big wheels of a
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carriage. Later, the town mouse took him to his beautiful house. The country mouse was pleased and went in. They came to a huge table. The town mouse climbed onto the table and invited the country mouse, to do so. Both started eating the different kinds of fruits, cheese, breads, nuts and other delicacies kept on the table. Just as they began to eat they heard someone opening the door to the room. The mice jumped off the table and hid under it. Both of them were scared and started shivering. Then appeared a big cat, which spotted them. The cat started chasing them. The mice ran as fast as they could and entered their hole. After sometime, the town mouse came out. Seeing no one around, he said, “Now we can eat whatever we want to.” “Thanks”, said country mouse, “But I want to go home.” The town mouse was surprised and asked, “Don’t you want to eat the tasty food?” The country mouse was tired. He said to his friend that he would prefer a safe place and a happy life. Saying so, he went back home. Subject :Science & Geo Topic: Germination
No. of Periods : 2
Fortnight : 6
Learning Outcomes: • Will be aware of how a plant grows. Teaching Aids: • Trees and plants around us. • Seeds - Kidney beans (Rajma), Moong. Teaching Methodology: • The educator will show a small shrub and will ask questions like “was this shrub as big as this always?” “Was it very small ever?” she will wait for the answers. • She will then go on to explain that all plants grow from seed. With the help of an illustrated diagram, she will explain the process of germination. A plant grows from a seed in the presence of sunlight and water. • To enrich the concept of germination – the educator can also teach poems like BäEò UôÉä]õÉ ¤ÉÒVÉ • They will also sow rajma or moong in small pot and watch them germinate.
BäEò UôÉä]õÉ ¤ÉÒVÉ.... BäEò UôÉä]õÉ ¤ÉÒVÉ WɨÉÒ Eäò +xnù®ú lÉÉ +ÉÄJÉ ¤ÉÆnù Eò®úEäò ´ÉÉä ºÉÉäªÉÉ ®äú½þiÉÉ lÉÉ ]Úõ{ÉÚ®ú ]Úõ{ÉÚ®ú ¤ÉÉ®úÒ¶É VÉ¤É ¤ÉÒVÉ {Éä MÉÒ®úiÉÒ lÉÒ ºÉ®úEò iÉä ºÉ®úEò iÉä ºÉ®úEò iÉä ´ÉÉä ºÉ®úEò iÉÉ SɱÉÉ MɪÉÉ BäEò ºÉ¨ÉªÉ +ɪÉÉ ºÉÚ®úVÉ xÉä |ÉEòÉ¶É b÷ɱÉÉ |ÉEòÉ¶É EòÒ ÊEò®úhÉä ¤ÉÉä±ÉÒ ¤ÉÉä½þÉäiÉ ºÉÉä±ÉÒªÉÉ
¤ÉÒVÉ xÉä ±ÉÒ +ÆMÉb÷ɪÉÒ ¡òÒ®ú ´ÉÉä =`ö MɪÉÉ c cklIyo (G) / ipNjra (H)/ p.j
ku+vI
No. of Periods : 6 (T)
Fortnight : 10
Learning Outcomes: • Children will be able to recite rhymes on their own with action and expression. • They will be aware of new words. • Their comprehension level will improve. Teaching Aids: • Rhyme Book :
1. pa>c cklIyo (Gujarati) (Pg.39) 2. ipNjra (Hindi) (Pg. 33) 3. p.j ku+vI (Tamil) (Pg.46)
Teaching Methodology: Refer to Fortnight 1 Note: Revise all earlier rhymes before a new one is introduced.
Subject : English No. of Periods : 8 Topic: Writing A-Z, a-z / Activity : Flash cards (big words)
Learning Outcomes: • Will learn order and sequencing. • Will learn to write in four line notebook. Teaching Aids: • Black board
• Worksheet – 1,2
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Fortnight : 10
Teaching Methodology: Period 1 • The educator will first write the order on the board. • Then the children will copy from the board, in their notebook A F K P U Z
B G L Q V
C H M R W
D I N S X
E J O T Y
Period 2 • In the same way, the educator will do the small letters. Period 3 • To see how much the children have learnt about sequencing. She will ask them to write capital A-Z. Period 4 • In the same way, children will write small a-z on their own. • Do worksheet 1 and 2 Extendedactivity: Bigger words using flash card For eg: ‘Carpenter’ will be read by breaking the word Car / penter. ‘Woodpecker’ will be read by breaking it like wood / peckerand so on the reading of bigger words will be done. Subject : Maths No. of Periods : 2 Fortnight : 10 Topic: Writing numbers 1-10 in note book Learning Outcomes: • Will learn how to write numbers in Tens and units. • Will learn copy writing Teaching Aids: Board, chalk, Notebook and pencil Teaching Methodology: • The educator will draw the pink line on the board and explain that this is margin and we should only write the date before the margin. • She will write T-Tens, O-Ones and check if children follow the method that the educator is showing. • She will write 1, 2, 3 ………. Under ones and when it comes to 10, it should be written as 11.2.13 T O 1
2 1
• If some children are not able to do, they can be asked to do again in the next page.
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Subject : Maths Topic: Writing numbers 16-20
No. of Periods : 4
Fortnight : 10
Learning Outcomes: • Will enhance the ability to write the numbers from 16 to 20 following proper strokes Teaching Aids: • Board and chalk Teaching Methodology: • The educator follows the same method of teaching to write the numbers as done before. (Refer writing of number 1, 4 and 7) • Number 16 is written in this method 16 (2 strokes) • Number 17 is written in this method 17 (2 strokes) • Number 18 is written in this method 18 (2 strokes) • Number 19 is written in this method 19 (2 strokes) • Number 20 is written in this method 20 (2 strokes) Subject : Maths No. of Periods : 2 Fortnight : 10 Topic: Revision – After, Before, Between, Missing numbers (0-20)
Learning Outcomes: • Will enhance the knowledge of numbers which comes After, Before, Between and Missing numbers Teaching Aids: • Pencil, eraser, twigs, etc., • Worksheet – 19, 20 • Book Pages 41-44 Teaching Methodology: • It will be done as it was done with numbers from 0 to 10. • Refer fortnight 1 – Before, After, Between and Missing numbers – they had done it on the board now they will do in the worksheet. • Worksheet 20 – They have to fill the pattern and fill the missing numbers. Subject : Story Telling Topic: The Peacock and the Crane
No. of Periods : 6
Learning Outcomes: • Children will be able to comprehend a story. • Will know that there is a sequence in a story. • Will be able to narrate the story. • Will enhance their vocabulary. Teaching Aids: • Flash cards or puppets related to the characters in the story. • The story book with big pictures. The Peacock and the Crane
572
Fortnight : 10
Teaching Methodology: Refer to Fortnight 1 Extended activity: Refer to Fortnight 1 Note: • Use simple sentences and remembers children love listening to same story again and again enact it as if you are saying it for the first time. • All stories need not have a moral-so do not always stress on the question “So what did you learn?” always The Peacock and the Crane Many, many years ago, there was a peacock. He had made his home in a thicket in the forest. The peacock was very beautiful to look at. And this was the reason for his haughtiness. ‘I know I’m the loveliest creature in the world,’ he would think and never passed a day without praising his own beauty. So arrogant was the peacock that he often made fun of the other animals. Day by day, he was becoming more and ruder towards the others. One morning, the peacock was taking a walk outside his house. His long feathers swayed as he took gentle steps. Deep inside his mind, he was admiring himself. Close to the peacock’s house, there was a pond. It so happened that a crane landed on the bank of the pond to drink water. The peacock was a few steps away at that time. He saw the crane, but the crane did not notice the peacock. So thirsty was the crane that he straightaway waded into the water and started quenching his thirst. Walking slowly, the peacock came to the pond and perched near the crane. He was expecting that the crane would look at him and admire his beauty. But the crane did not take notice of the peacock. He was busy filling his belly. Now the peacock could not hold back anymore. He called out to the crane. The crane turned towards the peacock. “You should feel honoured that the world’s most beautiful creature is talking to you,” the peacock creaked. But the crane kept quiet. “I can see that you are dumb too?” mocked the peacock. Still the crane did not respond. Now the peacock flew into a rage. “How dare the peacock ignore me?” he snarled. To tease the crane, the peacock spread his gorgeous tail and started dancing. As he shook his colorful feathers, he sang in merriment. Then the peacock glanced at the crane out of the corner of his eyes. For all this time, the crane had been silent, but now he decided to teach a lesson to the vain peacock. Suddenly, the crane spread his wings and fluttered his feathers. The next moment, he took off into the sky. As the crane flew high, he asked a question to the peacock, ‘can you fly like me?’ And the peacock had no reply. He realized that his wings were of no good. They could not take him to places. His vanity was shattered. After this, he never boasted about his beauty.
573
Subject :Science & Geo No. of Periods : 4 Topic: Revision • Revision of all topics from Fortnight 1 to Fortnight 9
Fortnight : 10
Experiment: How Do People Breathe? The educator will explain when people breathe, their lungs must growbigger to take in fresh air and then smaller topush used air out again. The lungs do not get bigger and smaller on their own. There are special muscles that help them. Beneath the lungs is some muscular tissue called the diaphragm that does a lot of the work. The muscles between the ribs are also important. Make a model of the lungs
• Use the cutter to cut the plastic bottle in a half. Use the cutter carefully.
• Tie a balloon to the end of the straw and wrap Plasticine around the straw as shown.
• Put the straw in the top of half of the bottle and use the Plasticine to seal the opening. Cut open another balloon and stretch it over the bottom of the bottle. You now have a model of a lung in the chest Watch the action of the lungs • Using this model, you can see how the lungs move when you breathe. • If you pull the balloon on the bottle, the balloon inside the bottle gets bigger. That is what the lungs do when you breathe in. • When you let go of the balloon at the bottom of the bottle, the balloon inside gets smaller. That is what your lungs do when you breathe out.
• Breathing out The motion of the lungs In the model, the balloon stretched across the bottom of the bottle acts like the diaphragm. When the diaphragm moves downward, it makes the lungs get bigger and take in air. Then the lungs get smallerand push out the air. That is how people breathe.
574
Subject : Block Room Topic: Pyramid
No. of Periods : 6
Fortnight : 10
Learning Outcomes: • Will help in enhancing Logical Thinking – Logical and analytical skills will be developed. Teaching Aids: • Wooden pieces 4 in number as shown in photo and a triangle (equilateral) inset tray for fitting the blocks and making a pyramid. Teaching Methodology: • The teacher will make the children sit in a circle and demonstrate. • She will show that there are two triangular shapes in each wooden block. • Then she will show that the triangle of two blocks should be matched and kept in the inset tray.
• Then she will show the space in the inset which is in a triangular shape. • Then she will take the third piece and match the similar triangular side to the triangle.
• She will show again a triangle shape in the third piece that was kept in the inset. • She will take the fourth piece and match the triangle to the triangle of the third piece.
• Then she will show that all the pieces are used and the shape you see is pyramid. • She will then allow the child to try out to make a pyramid using the 4 wooden blocks.
Subject : PLS Topic: Wearing shoes and socks
No. of Periods : 2
Fortnight : 10
Learning Outcomes: • Will make children independent Teaching Aids: • Lacing shoes • Socks Teaching Methodology: • The educator will first sit with the children in a circle and give demonstration of wearing socks and shoes and how to tie the lace. • She will guide the children to do the activity. Note: • This activity will be carried out in the winter months. • Two days before the activity the educator will send a note to the parents to make children wear laced shoes and socks while coming to the school for one week.
575
Subject : Art & Craft Topic: Patterns
No. of Periods : 1
Fortnight : 10
Learning Outcomes: • Will enhance the concept of different lines Teaching Aids: • Book page:14 • Crayons Teaching Methodology: • The educator first draws different patterns on the board and ask the children about each pattern – slanting, standing, zig-zag etc. • Then she will show them the traced picture of a bucket and hoe in the book and will ask them to draw different patterns on each segment with crayons. • She will distribute their books and ask them to do as per the instructions given.
Subject : Art & Craft Topic: Overlapping Technique
No. of Periods : 1
Fortnight : 10
Learning Outcomes: • Will know about colour combination Teaching Aids: • Book page:15 • Crayon Teaching Methodology: • Before starting this painting, the educator will first explain which are the colours used as base colour and utility of the base colour. Then through the questionnaire session, she will confirm whether they have clear concept of all colours. After this, she will take the traced picture of vegetables and fill with a light colour and show them. • Then she will take the original colour of the vegetable and colour overlapping on the light colour to get a wonderful effect and show them. • After demonstration, she will give the teaching aids and ask them to do the same and will ask them about each vegetable.
576
Subject : Art & Craft Topic: Collage
No. of Periods : 2
Fortnight : 10
Learning Outcomes: • Will develop fine motor skills as well as creativity Teaching Aids: • Newspaper and magazine • Glue
• Pencil • Drawing Book page:18
Teaching Methodology: • The educator will first explain how to tear the piece of a newspaper and a colourful page of the magazine into small pieces and keep them separately in a bowl. • Then draw a square on the paper and inside the square, draw a diamond • Lastly, she will stick all colourful pieces inside the diamond and the newspaper pieces around it in the square and show it to the children • After completion, the educator will distribute the teaching aid and the children will start doing as per the demonstration Note: • The educator should not interfere while they do the activity this may hinder their creativity Subject : Hindi Topic: ´ÉhÉǨÉɱÉÉ ´ªÉÆVÉxÉ -']õ' '`ö' 'b÷' 'fø' 'hÉ'
No. of Periods : 2
Fortnight : 10
Learning Outcomes: • ´ÉhÉǨÉɱÉÉ EòÒ {ɽþSÉÉxÉ (º´É®ú +Éè®ú ´ªÉÆVÉxÉ) • ˽þnùÒ ´ÉhÉÉääÈ EòÒ {ɽþSÉÉxÉ +Éè®ú ºÉ½þÒ =SSÉÉ®úhÉ Teaching Aids: • ¤±ÉèE ¤ÉÉäbÇ • ´ÉhÉǨÉɱÉÉ E É SÉÉ]Çõ Teaching Methodology: Period 1 • ʶÉÊIÉEòÉ ¤±ÉèE ¤ÉÉäbÇ {É®ú BEò +IÉ®ú ʱÉJÉåMÉÒ Ê¡ò®ú =ºÉEòÉ =SSÉÉ®úhÉ ´É½þ UôÉjÉÉå EòÉä ʺÉJÉɪÉåMÉÒ*
=nɽ®hÉ: ªÉ½þ ½éþ ']õ'
• +¤É ´É½þ ']õ' ºÉä ¶ÉÖ°ü ½þÉäxÉä ´ÉɱÉä ¶É¤nù ¤ÉiÉɪÉåMÉÒ*
=nɽ®hÉ: ']õ' ºÉä ]õÉäEò®úÒ, ]õ¨ÉÉ]õ®ú, ]õ½þxÉÒ, +Éè®ú ¤ÉÉäbÇ÷ {É®ú ÊSÉjÉ ¤ÉxÉɪÉåMÉÒ* +ÆiÉ ¨Éå ʶÉÊIÉEòÉ UôÉjÉÉå EòÉä ']õ' ºÉä ¶ÉÖ°ü ½þÉxä Éä ´ÉɱÉä ¶É¤nù ¤ÉiÉÉxÉä Eäò ʱɪÉä =iºÉÉʽþiÉ Eò®åúMÉÒ* ºÉÉ®äú ¶É¤nùÉå EòÉä ¤±ÉèE ¤ÉÉäbÇ {É®ú ʱÉJÉEò®ú ʶÉÊIÉEòÉ UôÉjÉÉå EòÉä =ºÉ Eäò {ÉÒUäô nùÉä½þ®úÉxÉä Eäò ʱɪÉå Eò½ÉÒ* ʶÉÊIÉEòÉ ¤±ÉèE ¤ÉÉäbÇ {É® +IÉ®ú ʱÉJÉåMÉÒ +Éè®ú UôÉjÉÉå EòÉä =ºÉ +IÉ®ú EòÒ {ɽþSÉÉxÉ Eò®úxÉä Eäò ʱɪÉå Eò½åþMÉÒ* ʶÉÊIÉEòÉ =ºÉ +IÉ®ú ºÉä ¶ÉÖ°ü ½þÉäxÉä ´ÉɱÉä ¶É¤nù UôÉjÉÉå EòÉä Eò½þxÉä Eäò ʱɪÉå Eò½åþMÉÒ Ê¡ò®ú ¤±ÉèE ¤ÉÉäbÇ {É®ú ʱÉJÉåMÉÒ +Éè®ú ºÉÉ®äú UôÉjÉÉå EòÉä {ÉÒUäô nùÉä½þ®úÉxÉä Eäò ʱɪÉå Eò½ÉÒ* • ʶÉÊIÉEòÉ ¤±ÉèE ¤ÉÉäbÇ {É®ú BEò +IÉ®ú ʱÉJÉåMÉÒ Ê¡ò®ú =ºÉEòÉ =SSÉÉ®úhÉ ´É½þ UôÉjÉÉå EòÉä ʺÉJÉɪÉåMÉÒ* =nɽ®hÉ: ªÉ½þ ½éþ '`ö' • +¤É ´É½þ '`ö' ºÉä ¶ÉÖ°ü ½þÉäxÉä ´ÉɱÉä ¶É¤nù ¤ÉiÉɪÉåMÉÒ* =nɽ®hÉ: '`ö' ºÉä `ö{{ÉÉ,`ö`äö®úÉ, `öMÉ, +Éè®ú ¤ÉÉäbÇ ÷ {É®ú ÊSÉjÉ ¤ÉxÉɪÉåMÉÒ* • • • •
577
• • • • • • • • • •
+ÆiÉ ¨Éå ʶÉÊIÉEòÉ UôÉjÉÉå EòÉä '`ö' ºÉä ¶ÉÖ°ü ½þÉxä Éä ´ÉɱÉä ¶É¤nù ¤ÉiÉÉxÉä Eäò ʱɪÉä =iºÉÉʽþiÉ Eò®åúMÉÒ* ºÉÉ®äú ¶É¤nùÉå EòÉä ¤±ÉèE ¤ÉÉäbÇ {É®ú ʱÉJÉEò®ú ʶÉÊIÉEòÉ UôÉjÉÉå EòÉä =ºÉ Eäò {ÉÒUäô nùÉä½þ®úÉxÉä Eäò ʱɪÉå Eò½åþMÉÒ* ʶÉÊIÉEòÉ ¤±ÉèE ¤ÉÉäbÇ {É®ú +IÉ®ú ʱÉJÉåMÉÒ +Éè®ú UôÉjÉÉå EòÉä =ºÉ +IÉ®ú EòÒ {ɽþSÉÉxÉ Eò®úxÉä Eäò ʱɪÉå Eò½åþMÉÒ* ʶÉÊIÉEòÉ =ºÉ +IÉ®ú ºÉä ¶ÉÖ°ü ½þÉäxÉä ´ÉɱÉä ¶É¤nù UôÉjÉÉå EòÉä Eò½þxÉä Eäò ʱɪÉå Eò½åþMÉÒ Ê¡ò®ú ¤±ÉèE ¤ÉÉäbÇ {É®ú ʱÉJÉåMÉÒ +Éè®ú ºÉÉ®äú UôÉjÉÉå EòÉä {ÉÒUäô nùÉä½þ®úÉxÉä Eäò ʱɪÉå Eò½ÉÒ* ʶÉÊIÉEòÉ ¤±ÉèE ¤ÉÉäbÇ {É®ú BEò +IÉ®ú ʱÉJÉåMÉÒ Ê¡ò®ú =ºÉEòÉ =SSÉÉ®úhÉ ´É½þ UôÉjÉÉå EòÉä ʺÉJÉɪÉåMÉÒ* =nɽ®hÉ: ªÉ½þ ½éþ 'b÷' +¤É ´É½þ 'b÷' ºÉä ¶ÉÖ°ü ½þÉäxÉä ´ÉɱÉä ¶É¤nù ¤ÉiÉɪÉåMÉÒ * =nɽ®hÉ: 'b÷' ºÉä b÷¨É°ü, b÷¡ò±ÉÒ, bÆ÷b÷É, +Éè®ú ¤ÉÉäbÇ ÷{É®ú ÊSÉjÉ ¤ÉxÉɪÉåMÉÒ* +ÆiÉ ¨Éå ʶÉÊIÉEòÉ UôÉjÉÉå EòÉä 'b÷' ºÉä ¶ÉÖ°ü ½þÉxä Éä ´ÉɱÉä ¶É¤nù ¤ÉiÉÉxÉä Eäò ʱɪÉä =iºÉÉʽþiÉ Eò®åúMÉÒ* ºÉÉ®äú ¶É¤nùÉå EòÉä ¤±ÉèE ¤ÉÉäbÇ {É®ú ʱÉJÉEò®ú ʶÉÊIÉEòÉ UôÉjÉÉå EòÉä =ºÉ Eäò {ÉÒUäô nùÉä½þ®úÉxÉä Eäò ʱɪÉå Eò½åþMÉÒ* ʶÉÊIÉEòÉ ¤±ÉèE ¤ÉÉäbÇ {É®ú +IÉ®ú ʱÉJÉåMÉÒ +Éè®ú UôÉjÉÉå EòÉä =ºÉ +IÉ®ú EòÒ {ɽþSÉÉxÉ Eò®úxÉä Eäò ʱɪÉå Eò½åþMÉÒ* ʶÉÊIÉEòÉ =ºÉ +IÉ®ú ºÉä ¶ÉÖ°ü ½þÉäxÉä ´ÉɱÉä ¶É¤nù UôÉjÉÉå EòÉä Eò½þxÉä Eäò ʱɪÉå Eò½åþMÉÒ Ê¡ò®ú ¤±ÉèE ¤ÉÉäbÇ {É®ú ʱÉJÉåMÉÒ +Éè®ú ºÉÉ®äú UôÉjÉÉå EòÉä {ÉÒUäô nùÉä½þ®úÉxÉä Eäò ʱɪÉå Eò½åþMÉÒ*
Period 2 • ʶÉÊIÉEòÉ ¤±ÉèE ¤ÉÉäbÇ {É®ú BEò +IÉ®ú ʱÉJÉåMÉÒ Ê¡ò®ú =ºÉEòÉ =SSÉÉ®úhÉ ´É½þ UôÉjÉÉå EòÉä ʺÉJÉɪÉåMÉÒ*
=nɽ®hÉ: ªÉ½þ ½éþ 'fø'
• +¤É ´É½þ 'fø' ºÉä ¶ÉÖ°ü ½þÉäxÉä ´ÉɱÉä ¶É¤nù ¤ÉiÉɪÉåMÉÒ* • • • • • • • • • •
=nɽ®hÉ: 'fø' ºÉä føÉä±ÉEò, føCEòxÉ, føɱÉ, +Éè®ú ¤ÉÉäbÇ÷ {É®ú ÊSÉjÉ ¤ÉxÉɪÉåMÉÒ* +ÆiÉ ¨Éå ʶÉÊIÉEòÉ UôÉjÉÉå EòÉä 'fø' ºÉä ¶ÉÖ°ü ½þÉxä Éä ´ÉɱÉä ¶É¤nù ¤ÉiÉÉxÉä Eäò ʱɪÉä =iºÉÉʽþiÉ Eò®åúMÉÒ* ºÉÉ®äú ¶É¤nùÉå EòÉä ¤±ÉèE ¤ÉÉäbÇ {É®ú ʱÉJÉEò®ú ʶÉÊIÉEòÉ UôÉjÉÉå EòÉä =ºÉ Eäò {ÉÒUäô nùÉä½þ®úÉxÉä Eäò ʱɪÉå Eò½åþMÉÒ* ʶÉÊIÉEòÉ ¤±ÉèE ¤ÉÉäbÇ {É®ú +IÉ®ú ʱÉJÉåMÉÒ +Éè®ú UôÉjÉÉå EòÉä =ºÉ +IÉ®ú EòÒ {ɽþSÉÉxÉ Eò®úxÉä Eäò ʱɪÉå Eò½åþMÉÒ* ʶÉÊIÉEòÉ =ºÉ +IÉ®ú ºÉä ¶ÉÖ°ü ½þÉäxÉä ´ÉɱÉä ¶É¤nù UôÉjÉÉå EòÉä Eò½þxÉä Eäò ʱɪÉå Eò½åþMÉÒ Ê¡ò®ú ¤±ÉèE ¤ÉÉäbÇ {É®ú ʱÉJÉåMÉÒ +Éè®ú ºÉÉ®äú UôÉjÉÉå EòÉä {ÉÒUäô nùÉä½þ®úÉxÉä Eäò ʱɪÉå Eò½åþMÉÒ* ʶÉÊIÉEòÉ ¤±ÉèE ¤ÉÉäbÇ {É®ú BEò +IÉ®ú ʱÉJÉåMÉÒ Ê¡ò®ú =ºÉEòÉ =SSÉÉ®úhÉ ´É½þ UôÉjÉÉå EòÉä ʺÉJÉɪÉåMÉÒ* =nɽ®hÉ: ªÉ½þ ½éþ 'hÉ' +¤É ´É½þ 'hÉ'ºÉä ¶ÉÖ°ü ½þÉäxÉä ´ÉɱÉä ¶É¤nù ¤ÉiÉɪÉåMÉÒ* =nɽ®hÉ:'hÉ'ºÉä ´ÉÒhÉÉ, ¤ÉÉhÉ, |ÉhÉɨÉ* +Éè®ú ¤ÉÉäbÇ ÷{É®ú ÊSÉjÉ ¤ÉxÉɪÉåMÉÒ* +ÆiÉ ¨Éå ʶÉÊIÉEòÉ UôÉjÉÉå EòÉä 'hÉ' ºÉä ¶ÉÖ°ü ½þÉxä Éä ´ÉɱÉä ¶É¤nù ¤ÉiÉÉxÉä Eäò ʱɪÉä =iºÉÉʽþiÉ Eò®åúMÉÒ* ºÉÉ®äú ¶É¤nùÉå EòÉä ¤±ÉèE ¤ÉÉäbÇ {É®ú ʱÉJÉEò®ú ʶÉÊIÉEòÉ UôÉjÉÉå EòÉä =ºÉ Eäò {ÉÒUäô nùÉä½þ®úÉxÉä Eäò ʱɪÉå Eò½åþMÉÒ* ʶÉÊIÉEòÉ ¤±ÉèE ¤ÉÉäbÇ {É®ú +IÉ® ʱÉJÉåMÉÒ +Éè®ú UôÉjÉÉå EòÉä =ºÉ +IÉ®ú EòÒ {ɽþSÉÉxÉ Eò®úxÉä Eäò ʱɪÉå Eò½åþMÉÒ* ʶÉÊIÉEòÉ =ºÉ +IÉ®ú ºÉä ¶ÉÖ°ü ½þÉäxÉä ´ÉɱÉä ¶É¤nù UôÉjÉÉå EòÉä Eò½þxÉä Eäò ʱɪÉå Eò½åþMÉÒ Ê¡ò®ú ¤±ÉèE ¤ÉÉäbÇ {É®ú ʱÉJÉåMÉÒ +Éè®ú ºÉÉ®äú UôÉjÉÉå EòÉä {ÉÒUäô nùÉä½þ®úÉxÉä Eäò ʱɪÉå Eò½ÉÒ*
578
Subject :Saturday Visit Topic: Traffic park
Fortnight : 10
Learning Outcomes: • Refer to Saturday Visit Fortnight 1 • Will make the children aware of traffic rules and regulation. Teaching Aids: • TrafficPark Teaching Methodology: • Refer to Saturday VisitFortnight 1 Note: • The educator should be alert and also discourage children from talking to strangers. • The educator should also be alert that strangers do not take photographs of the children Teaching Learning Materials Used In this Fortnight
Fortnight : 10 – English – Flash card big words
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Subject : GMS Topic: Climbing a rope ladder
No. of Periods : 2
Fortnight : 11
Learning Outcomes: • Will develop fine and gross motor skill. • Will develop concentration, eye - hand and leg coordination that will help the children in writing and other practical things. Teaching Aids: • A rope ladder tied to a big tree over a sandpit. Teaching Methodology: • The educator will make the children to stand around the sandpit. • The children already know how to do rock climbing and net climbing. So they will find it easy to climb the ladder. • The educator need not demonstrate but should give a chance to the children to try how to go about • Then each child will wait for her chance and climb the rope ladder. Note: • The educator should be near the children and take care that each child does this activity with concentration. • Since the ladder is hanging children feel scared in the beginning but with motivation they will be able to overcome this fear. Subject : FMS Topic: Buffer Week
No. of Periods : 2
Fortnight : 11
Learning Outcomes: • Revision of Fortnight 1 till Fortnight 10 Subject : Circle Time Topic: Buffer Week
No. of Periods : 8
Fortnight : 11
• This week some revision on values, habits, festivals etc. can be do Subject : Circle Time Topic: A talk on Children’s Day
No. of Periods : 2
Fortnight : 11
Learning Outcomes: • Will be aware about the purpose- why and when we celebrate Children’s Day. Teaching Aids: None
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Teaching Methodology: • The educator will make the children sit in a circle and discuss about Children’s Day. • The educator will ask “When is Children’s Day?” and listen to the various answers. • She will then say “You all celebrate your Birthday every year, in the same way 14th November is celebrated as Children’s Day.” • We celebrate Children’s Day, because it is the birthday of Jawaharlal Nehru’s who wasour Prime Minister and he loved children. He loved children so much and even children used to call him “Chacha Nehru” He had a red rose pinned on his coat always. One day one child gave him a red rose and Nehru put it on his coat and from that day he started liking rose and made it as a habit to pin a red rose on his coat. So to remember him and his good deeds and his love for children, we celebrate Nov 14th as Children’s Day. Subject : Rhymes and Songs No. of Periods : 6 Topic: Revision / One Thing At A Time
Fortnight : 11
Learning Outcomes: • Children will be able to recite rhymes on their own with action and expression. • They will be aware of new words. • Their comprehension level will improve. Teaching Aids: • Rhyme Book: 1. Revision (All rhymes done so far) 2. One Thing at a Time (Pg. 22) Teaching Methodology: Refer to Fortnight 1 Note: Revise all earlier rhymes before a new one is introduced. Subject : English Topic: Introduction of vowels
No. of Periods : 8
Fortnight : 11
Learning Outcomes: • Will be aware that ‘an’ is used before vowels, words beginning with the sounds of - a, e, i, o, u Teaching Aids: • Board, Chalk, Worksheet 46 Teaching Methodology: • The educator will make the children to sit in a circle and make them to do the actions for a, e, i, o, u.
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• • • • • • • • • • • •
For a she will make them to make the sound of a ……………… For e she will ask them to show their teeth e ……………… For i she will make them to point oneself. For o she will make them to do ‘oh’ with surprise. For u she will ask to point the opposite person and say u I.e. a …. e …. i …. o …. u, and that before the objects beginning with these letter we put ‘an’ and all the other alphabet we put ‘a’. She will make them to do this actions to make it clear that these 5 letters are called vowels a, e, i, o, u. She will draw few objects on the board for e.g. An apple __ orange __ ball She will call few children to write where we should write ‘a’ or ‘an’ She will again remind them we have to see the starting letter of a word and write ‘an’ or ‘a’ For apple it starts with ‘a’, so we will write ‘an’ and so on. Then related worksheet-46 is given to do.
Note: • Worksheet 15 and 16 will also be done where a or an is given before the object but they have to fill in the missing letter in the word. Subject : Maths Topic: Introduction of Long and Short
No. of Periods : 8
Fortnight : 11
Learning Outcomes: • Will enhance comparison concept of long and short. Teaching Aids: • String, ribbons, paper or card board strips, sticks, pencils, crayons, rope-each pair one long and one short. • Worksheet1 Teaching Methodology: • Make the children sit in a circle and keep the objects in front of them. • The educator will take a long string and show it to the children.The children will say it is a string. • She will hold that in her hand and take the short string and keep it near the other string. • They will say it is a short string. • The educator will say yes, when we compare two things we can say which is long and which is short. • The educator will allow the children to take out two things from the objects and ask them to compare and say which one is long and which one is short. • Thus the concept is made clear and then the teacher will draw some objects on the board and ensure that each child is clear with the concept. • Then she gives the worksheet to be done.
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Extended activity: • The children can be called one by one, ask the child to close the eyes, feel the object and pick up the right objects (suppose ribbon the child should have 2 ribbons not one ribbon and one string) They should say the name of the object also which one is long and which one is short. Subject : Story Telling Topic: Buffer week
No. of Periods : 6
Fortnight : 11
Learning Outcomes: • Revision of Fortnight 1 till Fortnight 10 Subject :Science & Geo No. of Periods : 4 Fortnight : 11 Topic: Domestic and wild animals. Their food and uses of domestic animals
Learning Outcomes: • Will help them to understand the difference between domestic and wild animals • Will learn about the uses of domestic animals to human beings. Teaching Aids: • Pictures
• Blackboard
• Worksheet 59
Teaching Methodology: Period 1&2 • The educator will ask the children “Who has a pet dog or cat?” Then she will name few more animals like camel, cow, horse, and rabbit and will say that these animals live near our home/surroundings, so they are called domestic animals. • She will explain that big animals like tiger, snake, and deer cannot be kept near our home surroundings but they stay in the jungle, hence they are wild animals. • The educator will go on to explain how domestic animals are useful to us and help us in doing our work. • Then the educator will start talking about the food habits like,” What food do you eat when you are hungry?” • Each child will share things like roti, idli, rice etc. • She will explain, similarly each animal will have its own food habits. • Some animals eat other animals by hunting. • Domestic animals will eat grass, horse gram, vegetables, milk etc. Note: • When the children are taken for a visit to Kanakaria Zoo the educator talks about different kinds of animal and explains in detail their food, shelter etc.
583
Period 3&4 Uses of Domestic animals: • Educator will ask few questions like; do you drink milk in the morning? “Where do you get the milk? - Cow, buffalo, goat. • Have you seen bullock cart and camel cart? • What do they carry?-loads. • What does the dog do in the night?-barks and guards the house. • Have you seen cat chasing rat?-they chase away the mice from the house. • She will explain that all the domestic animals help us and are useful to us in one way or the other.
Subject : Block Room Topic: Froebel Gift 4
No. of Periods : 6
Fortnight : 11
Learning Outcomes: • Will help in the development of finger muscles. • Will learn about the six faces twelve edges and eight corners of each cube. • Sorting, counting, fractions (parts of whole) can be learnt Teaching Aids: 8 wooden cuboids, 2 inches by 1 inch by ½ inch in size, Mat Teaching Methodology: Period 1 • The educator will make the children sit around the table • She will take the mat, Gift box and the pattern sheets and show them. [Patterns sheets and Mat format attached 683 & 684] • She will first show the children how to open and close the box. • Slide the lid and take out the lid, turn it upside down (i.e. label facing down), now cover the box. • She will then invert the box, invert the box by holding the lid with fingers, on the mat (in one corner of the mat) • She will now slide out the lid slowly and keep it aside. She will now lift the box upwards slowly and keep it aside. The 8 pieces will be there in the form of a cube on the mat. • She will then count the cubes and place them next to each other in a line on the mat. • She will then count the faces, edges and corners of the cube. (6, 12 and 8 respectively) and show them. • Then she will put back all the cubes in the form of a cube in one corner of the mat. • She will put the box over the cube and then show them how to wind up. • Hold the box in the left hand and with the right hand lift the mat slightly so that all the cubes go inside the box. • Then she will show and tell them to follow this method of opening and closing always.
584
Period 2 • She will take the mat and the sheets and also the box and open it according to the procedure. • She will start with the cube (she will use only the thumb, index and middle finger to move the cubes) and progress one cube at a time – changing and evolving a design. Once the design is made, the child will make the cube again at the corner of the mat. This will promote the logical and orderly ideas in a child’s mind. • She will show few patterns and then tell the children to work with the Gift. • The educator should follow the child’s invention and not tell what to do with the cubes. Note: • Few classes should be taken only for opening and closing of the box. • While working with the gift, they have to use only the thumb, pointer and the middle finger (Tripod grip) • The educator can initially make the children to keep the left hand at the back and tell them to use only the right hand finger that is used for writing or vice-versa depending on which hand the child is comfortable with. Subject : PLS Topic: Buttoning and Lacing board
No. of Periods : 2
Fortnight : 11
Learning Outcomes: • Will make the children independent and self-reliant • It will develop their eye – hand coordination and fine motor skill. Teaching Aids: Buttoning board Teaching Methodology: • The educator will sit with the children in a circle and she will show them the buttoning board and give demonstration of how to open the button and close it. • Then she will pass the buttoning board to each child for the activity. Extended activity: She will keep the buttoning board at a reachable height of children. So that they can do this activity during their free time. Note:If the educator feels that any particular child needs more practice then she will ask her to repeat the activity.
585
Subject : Art & Craft Topic: Buffer Week
No. of Periods : 4
Fortnight : 11
The educator can complete and pending art/craft activity or else give various material and glue to the children to create anything they like.
Subject : Hindi Topic: ´ÉhÉǨÉɱÉÉ ´ªÉÆVÉxÉ -'iÉ' 'lÉ' 'nù' 'vÉ' 'xÉ'
No. of Periods : 2
Fortnight : 11
Learning Outcomes: • ´ÉhÉǨÉɱÉÉ EòÒ {ɽþSÉÉxÉ (º´É®ú +Éè®ú ´ªÉÆVÉxÉ) • ˽þnùÒ ´ÉhÉÉääÈ EòÒ {ɽþSÉÉxÉ +Éè®ú ºÉ½þÒ =SSÉÉ®úhÉ Teaching Aids: • ¤±ÉèE ¤ÉÉäbÇ
•
´ÉhÉǨÉɱÉÉ E É SÉÉ]Çõ
Teaching Methodology: Period 1 • ʶÉÊIÉEòÉ ¤±ÉèE ¤ÉÉäbÇ {É®ú BEò +IÉ®ú ʱÉJÉåMÉÒ Ê¡ò®ú =ºÉEòÉ =SSÉÉ®úhÉ ´É½þ UôÉjÉÉå EòÉä ʺÉJÉɪÉåMÉÒ*
=nɽ®hÉ: ªÉ½þ ½éþ 'iÉ'
• +¤É ´É½þ 'iÉ' ºÉä ¶ÉÖ°ü ½þÉäxÉä ´ÉɱÉä ¶É¤nù ¤ÉiÉɪÉåMÉÒ * • • • • • • • • • •
=nɽ®hÉ: 'iÉ' ºÉä iÉ®ú¤ÉÚVÉ, iɱɴÉÉ®ú, iÉ®úÉVÉÚ, +Éè®ú ¤ÉÉäbÇ ÷ {É®ú ÊSÉjÉ ¤ÉxÉɪÉåMÉÒ* +ÆiÉ ¨Éå ʶÉÊIÉEòÉ UôÉjÉÉå EòÉä 'iÉ' ºÉä ¶ÉÖ°ü ½þÉäxÉä ´ÉɱÉä ¶É¤nù ¤ÉiÉÉxÉä Eäò ʱɪÉä =iºÉÉʽþiÉ Eò®åúMÉÒ* ºÉÉ®äú ¶É¤nùÉå EòÉä ¤±ÉèE ¤ÉÉäbÇ {É®ú ʱÉJÉEò®ú ʶÉÊIÉEòÉ UôÉjÉÉå EòÉä =ºÉ Eäò {ÉÒUäô nùÉä½þ®úÉxÉä Eäò ʱɪÉå Eò½åþMÉÒ* ʶÉÊIÉEòÉ ¤±ÉèE ¤ÉÉäbÇ {É®ú +IÉ®ú ʱÉJÉåMÉÒ +Éè®ú UôÉjÉÉå EòÉä =ºÉ +IÉ®ú EòÒ {ɽþSÉÉxÉ Eò®úxÉä Eäò ʱɪÉå Eò½åþMÉÒ* ʶÉÊIÉEòÉ =ºÉ +IÉ®ú ºÉä ¶ÉÖ°ü ½þÉäxÉä ´ÉɱÉä ¶É¤nù UôÉjÉÉå EòÉä Eò½þxÉä Eäò ʱɪÉå Eò½åþMÉÒ Ê¡ò®ú ¤±ÉèE ¤ÉÉäbÇ {É®ú ʱÉJÉåMÉÒ +Éè®ú ºÉÉ®äú UôÉjÉÉå EòÉä {ÉÒUäô nùÉä½þ®úÉxÉä Eäò ʱɪÉå Eò½åþMÉÒ* ʶÉÊIÉEòÉ ¤±ÉèE ¤ÉÉäbÇ {É®ú BEò +IÉ®ú ʱÉJÉåMÉÒ Ê¡ò®ú =ºÉEòÉ =SSÉÉ®úhÉ ´É½þ UôÉjÉÉå EòÉä ʺÉJÉɪÉåMÉÒ* =nɽ®hÉ: ªÉ½þ ½éþ 'lÉ' +¤É ´É½þ 'lÉ' ºÉä ¶ÉÖ°ü ½þÉäxÉä ´ÉɱÉä ¶É¤nù ¤ÉiÉɪÉåMÉÒ* =nɽ®hÉ: 'lÉ' ºÉä lÉxÉ, lÉ®ú¨ÉºÉ, lÉɱÉÒ, +Éè®ú ¤ÉÉäbÇ ÷{É®ú ÊSÉjÉ ¤ÉxÉɪÉåMÉÒ* +ÆiÉ ¨Éå ʶÉÊIÉEòÉ UôÉjÉÉå EòÉä 'lÉ' ºÉä ¶ÉÖ°ü ½þÉxä Éä ´ÉɱÉä ¶É¤nù ¤ÉiÉÉxÉä Eäò ʱɪÉä =iºÉÉʽþiÉ Eò®åúMÉÒ* ºÉÉ®äú ¶É¤nùÉå EòÉä ¤±ÉèE ¤ÉÉäbÇ {É®ú ʱÉJÉEò®ú ʶÉÊIÉEòÉ UôÉjÉÉå EòÉä =ºÉ Eäò {ÉÒUäô nùÉä½þ®úÉxÉä Eäò ʱɪÉå Eò½åþMÉÒ* ʶÉÊIÉEòÉ ¤±ÉèE ¤ÉÉäbÇ {É®ú +IÉ®ú ʱÉJÉåMÉÒ +Éè®ú UôÉjÉÉå EòÉä =ºÉ +IÉ®ú EòÒ {ɽþSÉÉxÉ Eò®úxÉä Eäò ʱɪÉå Eò½ÉÒ* ʶÉÊIÉEòÉ =ºÉ +IÉ®ú ºÉä ¶ÉÖ°ü ½þÉäxÉä ´ÉɱÉä ¶É¤nù UôÉjÉÉå EòÉä Eò½þxÉä Eäò ʱɪÉå Eò½åþMÉÒ Ê¡ò®ú ¤±ÉèE ¤ÉÉäbÇ {É®ú ʱÉJÉåMÉÒ +Éè®ú ºÉÉ®äú UôÉjÉÉå EòÉä {ÉÒUäô nùÉä½þ®úÉxÉä Eäò ʱɪÉå Eò½ÉÒ*
Period 2 • ʶÉÊIÉEòÉ ¤±ÉèE ¤ÉÉäbÇ {É®ú BEò +IÉ®ú ʱÉJÉåMÉÒ Ê¡ò®ú =ºÉEòÉ =SSÉÉ®úhÉ ´É½þ UôÉjÉÉå EòÉä ʺÉJÉɪÉåMÉÒ* • =nɽ®hÉ: ªÉ½þ ½éþ 'nù' • +¤É ´É½þ 'nù' ºÉä ¶ÉÖ°ü ½þÉäxÉä ´ÉɱÉä ¶É¤nù ¤ÉiÉɪÉåMÉÒ* • =nɽ®hÉ: 'nù' ºÉä nù´ÉÉiÉ, nù®ú´ÉÉWÉÉ, nùVÉÔ, +Éè®ú ¤ÉÉäbÇ ÷ {É®ú ÊSÉjÉ ¤ÉxÉɪÉåMÉÒ*
586
• • • • • • • • • • • • • • • •
+ÆiÉ ¨Éå ʶÉÊIÉEòÉ UôÉjÉÉå EòÉä 'nù' ºÉä ¶ÉÖ°ü ½þÉxä Éä ´ÉɱÉä ¶É¤nù ¤ÉiÉÉxÉä Eäò ʱɪÉä =iºÉÉʽþiÉ Eò®åúMÉÒ* ºÉÉ®äú ¶É¤nùÉå EòÉä ¤±ÉèE ¤ÉÉäbÇ {É®ú ʱÉJÉEò®ú ʶÉÊIÉEòÉ UôÉjÉÉå EòÉä =ºÉ Eäò {ÉÒUäô nùÉä½þ®úÉxÉä Eäò ʱɪÉå Eò½åþMÉÒ* ʶÉÊIÉEòÉ ¤±ÉèE ¤ÉÉäbÇ {É®ú +IÉ®ú ʱÉJÉåMÉÒ +Éè®ú UôÉjÉÉå EòÉä =ºÉ +IÉ®ú EòÒ {ɽþSÉÉxÉ Eò®úxÉä Eäò ʱɪÉå Eò½åþMÉÒ* ʶÉÊIÉEòÉ =ºÉ +IÉ®ú ºÉä ¶ÉÖ°ü ½þÉäxÉä ´ÉɱÉä ¶É¤nù UôÉjÉÉå EòÉä Eò½þxÉä Eäò ʱɪÉå Eò½åþMÉÒ Ê¡ò®ú ¤±ÉèE ¤ÉÉäbÇ {É®ú ʱÉJÉåMÉÒ +Éè®ú ºÉÉ®äú UôÉjÉÉå EòÉä {ÉÒUäô nùÉä½þ®úÉxÉä Eäò ʱɪÉå Eò½åþMÉÒ * ʶÉÊIÉEòÉ ¤±ÉèE ¤ÉÉäbÇ {É®ú BEò +IÉ®ú ʱÉJÉåMÉÒ Ê¡ò®ú =ºÉEòÉ =SSÉÉ®úhÉ ´É½þ UôÉjÉÉå EòÉä ʺÉJÉɪÉåMÉÒ* =nɽ®hÉ: ªÉ½þ ½éþ 'vÉ' +¤É ´É½þ 'vÉ' ºÉä ¶ÉÖ°ü ½þÉäxÉä ´ÉɱÉä ¶É¤nù ¤ÉiÉɪÉåMÉÒ* =nɽ®hÉ: 'vÉ' ºÉä vÉxÉÖ¹É, v´ÉVÉ, vÉÉä¤ÉÒ* +ÆiÉ ¨Éå ʶÉÊIÉEòÉ UôÉjÉÉå EòÉä 'vÉ' ºÉä ¶ÉÖ°ü ½þÉxä Éä ´ÉɱÉä ¶É¤nù ¤ÉiÉÉxÉä Eäò ʱɪÉä =iºÉÉʽþiÉ Eò®åúMÉÒ* ºÉÉ®äú ¶É¤nùÉå EòÉä ¤±ÉèE ¤ÉÉäbÇ {É®ú ʱÉJÉEò®ú ʶÉÊIÉEòÉ UôÉjÉÉå EòÉä =ºÉ Eäò {ÉÒUäô nùÉä½þ®úÉxÉä Eäò ʱɪÉå Eò½åþMÉÒ* ʶÉÊIÉEòÉ ¤±ÉèE ¤ÉÉäbÇ {É®ú +IÉ®ú ʱÉJÉåMÉÒ +Éè®ú UôÉjÉÉå EòÉä =ºÉ +IÉ®ú EòÒ {ɽþSÉÉxÉ Eò®úxÉä Eäò ʱɪÉå Eò½åþMÉÒ* ʶÉÊIÉEòÉ =ºÉ +IÉ®ú ºÉä ¶ÉÖ°ü ½þÉäxÉä ´ÉɱÉä ¶É¤nù UôÉjÉÉå EòÉä Eò½þxÉä Eäò ʱɪÉå Eò½åþMÉÒ Ê¡ò® ¤±ÉèE ¤ÉÉäbÇ {É®ú ʱÉJÉåMÉÒ +Éè®ú ºÉÉ®äú UôÉjÉÉå EòÉä {ÉÒUäô nùÉä½þ®úÉxÉä Eäò ʱɪÉå Eò½åþMÉÒ* ʶÉÊIÉEòÉ ¤±ÉèE ¤ÉÉäbÇ {É®ú BEò +IÉ®ú ʱÉJÉåMÉÒ Ê¡ò®ú =ºÉEòÉ =SSÉÉ®úhÉ ´É½þ UôÉjÉÉå EòÉä ʺÉJÉɪÉåMÉÒ* =nɽ®hÉ: ªÉ½þ ½éþ 'xÉ' +¤É ´É½þ 'xÉ' ºÉä ¶ÉÖ°ü ½þÉäxÉä ´ÉɱÉä ¶É¤nù ¤ÉiÉɪÉåMÉÒ* =nɽ®hÉ: 'xÉ' ºÉä xɪÉxÉ, xɱÉ, xÉnùÒ* +ÆiÉ ¨Éå ʶÉÊIÉEòÉ UôÉjÉÉå EòÉä 'xÉ' ºÉä ¶ÉÖ°ü ½þÉxä Éä ´ÉɱÉä ¶É¤nù ¤ÉiÉÉxÉä Eäò ʱɪÉä =iºÉÉʽþiÉ Eò®åúMÉÒ* ºÉÉ®äú ¶É¤nùÉå EòÉä ¤±ÉèE ¤ÉÉäbÇ {É®ú ʱÉJÉEò®ú ʶÉÊIÉEòÉ UôÉjÉÉå EòÉä =ºÉ Eäò {ÉÒUäô nùÉä½þ®úÉxÉä Eäò ʱɪÉå Eò½åþMÉÒ* ʶÉÊIÉEòÉ ¤±ÉèE ¤ÉÉäbÇ {É®ú +IÉ®ú ʱÉJÉåMÉÒ +Éè®ú UôÉjÉÉå EòÉä =ºÉ +IÉ®ú EòÒ {ɽþSÉÉxÉ Eò®úxÉä Eäò ʱɪÉå Eò½åþMÉÒ* ʶÉÊIÉEòÉ =ºÉ +IÉ®ú ºÉä ¶ÉÖ°ü ½þÉäxÉä ´ÉɱÉä ¶É¤nù UôÉjÉÉå EòÉä Eò½þxÉä Eäò ʱɪÉå Eò½åþMÉÒ Ê¡ò®ú ¤±ÉèE ¤ÉÉäbÇ {É®ú ʱÉJÉåMÉÒ +Éè®ú ºÉÉ®äú UôÉjÉÉå EòÉä {ÉÒUäô nùÉä½þ®úÉxÉä Eäò ʱɪÉå Eò½åþMÉÒ*
Subject :Saturday Visit Topic: Aquarium
No. of Periods : 6
Learning Outcomes: • Refer to Saturday Visit Fortnight 1 • Will make the children aware of different varieties of fish. Teaching Aids: • Aquarium Teaching Methodology: Refer to Saturday Visit Fortnight 1
587
Fortnight : 11
Note: • The educator should be alert and also discourage children from talking to strangers. • The educator should also be alert that strangers do not take photographs of the children. Teaching Learning Materials Used In this Fortnight
Fortnight : 11 – Science & Geography – Domestic &Wild Animal
Fortnight : 11 – PLS – Buttoning
Sequencing
Fortnight : 11 Block room – Froebel's Gift No. 4
Fortnight : 11 – PLS – Activity
Fortnight : 11 – PLS – Activity
588
Fortnight : 11 – PLS – Activity
Fortnight : 11 – PLS – Activity
Fortnight : 11 – Pyramid Puzzle
589
Subject : GMS No. of Periods : 2 Topic:Crawling through the tunnel using elbows
Fortnight : 12
Learning Outcomes: • Will help in the development of hand muscles, leg muscles and flexibility of body muscles. Teaching Aids: • A big cement pipe, open on both the ends, like a tunnel. Teaching Methodology: • The educator will make the children stand in a line in front of the tunnel. • The educator will demonstrate by crawling through the tunnel entering from one end of the pipe & coming out through the other end of the pipe. • Then children will follow & do as demonstrated. Note: • There may be one or two children who will find it difficult & scared but educator must ensure & motivate them. Subject : FMS Topic: Tearing paper into small pieces
No. of Periods : 2
Fortnight : 12
Learning Outcomes: • Will help in the development of fine motor movements, strengthening the finger muscles. Teaching Aids: • Any newspaper or magazine. Teaching Methodology: • The educator will first give a demo, how paper can be torn into small bits, using thumb and index finger of both hands • Then she will give a sheet of paper to each child and will ask them to tear it into small bits and to keep it in a bowl. Note: • The fan should be switched off till the entire activity gets over. • With the bits of paper torn from this activity an art activity can also be done, like collage making.
590
Subject : Circle Time No. of Periods : 10 Topic: Talk on ‘How you spent your Diwali vacation’
Fortnight : 12
Learning Outcomes: • Will learn to recollect and share. • Will help them to improve their vocabulary. Teaching Aids: None Teaching Methodology: • The educator will make the children sit in a circle. • She will ask “How did you spend your Diwali vacation? You should say 5 sentences in English about your vacation.” • She will then ensure that each child share few things about their vacation. Note: Refer Fortnight 1 Subject : Rhymes and Songs Topic: mera 6oD_a (G) / sIq (H)
No. of Periods : 6
Fortnight : 12
Learning Outcomes: • Children will be able to recite rhymes on their own with action and expression. • They will be aware of new words. • Their comprehension level will improve. Teaching Aids: • Rhyme Book-1.mera 6oD_a (Gujarati) (Pg.40) 2. sIq (Hindi) (Pg.29) Teaching Methodology: Refer to Fortnight 1. Note: Revise all earlier rhymes before a new one is introduced. Subject : English Topic: Revision and Opposites
No. of Periods : 8
Fortnight : 12
Learning Outcomes: • Will learn the opposite words Teaching Aids: • Objects • Word pictures, picture puzzles • Black board • Worksheets 27, 28,29,30,31,32,33,34. Teaching Methodology: • The educator will start by giving a visual demo by showing objects like • Small pencil x big pencil • Short scale x long scale • By comparing 2 children’s hair-long x short. • Then she will draw and show the comparison. • Related worksheets are attached with proper instruction
591
Subject : Maths Topic: Revision
No. of Periods : 1
Fortnight : 12
• Revision of all the concepts, writing numbers, greater number, smaller number, counting with beads with greater number etc. and if any pending work-it will be done. Subject : Maths Topic: Number line Addition
No. of Periods : 5
Fortnight : 12
Learning Outcomes: • Will learn the basic fundamental of addition. TeachingAids: • Number line painted on the floor state board, chalk, worksheet-23, 24, 25, and 26. Teaching Methodology: Period 1 • The educator will first introduce the symbol/sign of addition is, + she will explain when you see this sign (+) you have to count the things together.You can see this between objects in worksheet or between numbers which means putting numbers together or put something with something else.
• Eg: In our class we are 10 girls and 10 boys, how to know how many children are there in our class altogether? We add i.e. 10 girls + 10 boys which is 20 children in our class. • Look at these numbers 5+2= To find out the number we will use a line which is called number line.
1
2
3
4
5
6
7
8
9
• Now she will tell a story and make them understand the concept.(This is important for the number line concept ) 5+2=
(5-standing position ,2 –no. of jumps)
(Rabbit)
(House) 0 1 2 3 4 5 6 7 8 9 • What is the first number ‘5’.The rabbit will stand on number 5 and he has to take 2 jumps (2 is the 2nd number) to reach his friend’shouse. The educator will count the number of jumps. i.e.1 jump, 2 jumps so on till he has reached number 7. • She will give more example with different combination of numbers ( it should not exceed 9 i.e. no two digit number) • The educator will also give chance to the children to do it.
592
Period 2 • She will take the children out near the number line and make them sit in a line. • She will write the number on the slate and show them eg 4 + 1 = • One child will be called forward to show how to go about in the number line and what number should come in the box. • The child will remember the rabbit’s story and will stand on number ‘4’ on the number line and will take/jump one jump and will reach number ‘5’ the number’5’ should be written in the box. • Each child should get a chance on the number line. Period 3 • They will be given the worksheet to do to. • Each day one worksheet will be. • There may be few children who are still confused, the educator should take out some extra time for such children and help them to know about the concept. Subject : Maths No. of Periods : 2 Topic: Activity - Addition sums - Orally
Fortnight : 12
Learning Outcomes: • Will learn to do calculation mentally by grouping things. • Will improve their listening skills. Teaching Aids: • None.(May be children can use their fingers initially) Teaching Methodology: Period 1 • The educator will make them to sit in a circle or in their place (no materials/objects should be there that will distract them) • She will say “You eat 2 rotis, your father eats 4 rotis. How many rotis should your mother make for you and your father?” • She will tell them to count and take out two fingers in one hand the 2 rotis you eat. Count and take out fingers in both the hands-1, 2, 3,4,5,6. • So your mother will have to make 6 rotis for both of you. • She will give more examples like this which will be more interesting as well as it will make the concept of calculating mentally improve. Period 2 • Now she will tell them to think/count mentally without using fingers. • She will give more examples and make the children to try and create interest for such things. Note: • There may be some children who will take time to do mentally. Do allow them to use fingers for calculating, don’t discourage them. • Such sums can be done every day before beginning an activity or between some activities when you feel they are getting bored.
593
Subject :Story Telling Topic: Kagdo ane Kothimbdu (G)
No. of Periods : 6
Fortnight : 12
Learning Outcomes: • Children will be able to comprehend a story. • Will know that there is a sequence in a story. • Will be able to narrate the story. • Will enhance their vocabulary. Teaching Aids: • Flash cards or puppets related to the characters in the story. • The story book with big pictures- Kagdo ane Kothimbdu (a story in Gujarati) Teaching Methodology: Refer to Fortnight 1 Extended activity: Refer to Fortnight 1 Note: • Use simple sentences and remembers children love listening to same story again and again enact it as if you are saying it for the first time. • All stories need not have a moral-so do not always stress on the question “So what did you learn?” Kothimbdu This story is about a crow that has a dirty beak. Then he sees a Kothimbdu (Pumpkin) and he wants to eat it, as he is hungry. So Kothimbdu asks the crow to go and clean his beak then he goes to the well to clean his beak. Then the well says go and get a pot in which he can fill water. So, he goes to the potter to get a pot. The potter asked for mud to make a pot. Then the crow goes to the field to get mud. The field asks the crow to get something by which it can dig the mud. So, the crow goes to the deer and asked for his horn. The deer is hungry. So, he says first give me some grass to eat, then I will give you my horn. So, the crow goes to the grass. The grass says to get a sickle to cut it. So, the crows go to the blacksmith makes a sickle and the crow carries the sickle in its beak and takes it to the grass. He cuts the grass with sickle give it to the deer to eat. The deer gives its horn to him. He goes back to the field to dig mud with the sickle. He carries mud to the potter. The potter makes a pot. Finally the crow carries it to the well. He fills water in the pot and washes his beak with the clean beak he goes to Kothimbdu (pumpkin) to eat and satisfied his hunger.
594
Subject :Science & Geo Topic:Solar System
No. of Periods : 4
Fortnight : 12
Learning Outcomes: • Will learn about our solar system- Names of planets and distinct characteristics Teaching Aids: • Picture of the solar system Teaching Methodology: • The educator will briefly talk about the universe, the sun and our planet: Earth. • She will ask the question like ‘do you know which planet we are living on?’. She will draw the solar system on the board and will explain. • She will also emphasize on the fact why we can live on Earth only and not on any other planet because the earth has water and its distance from the sun is just right, neither too close nor too far and the air has oxygen in it which is very important for us. • She will make them repeat the names of the planets in sequence Subject : Block Room Topic: Diavo
No. of Periods : 3
Fortnight : 12
Learning Outcomes: • Will learn and develop extraordinary architectural possibilities. • Will develop creative and imaginary ideas. Teaching Aids: • Diavos (A box which consists of 4 pieces of a ¾ hut shaped blocks) • Red colour • Blue colour Teaching Methodology: • The educator will make the children sit in a circle and demonstrate. • She will take the pieces and keep the pieces in front of the children. • She will make some patterns and then she will show how to wind up. • The children will make the same patterns and also their own patterns. • The teacher should ensure that each child learns how to wind up the box.
595
Subject : Block Room Topic: Rainbow
No. of Periods : 3
Fortnight : 12
Learning Outcomes: • Will learn about the rainbow colours and can try and make their own rainbow. VIBGYOR • Will know early Mathematical concepts-counting, addition, subtraction etc. Teaching Aids: 9 arches of Rainbow colours which can fit in each perfectly Teaching Methodology: • The educator will make the children sit in a circle and demonstrate. • She will take the box and take out the arches and place it in front of the children. • She will count and show number of arches and keep the arches one above the other and the balance point. • Then she will make some patterns with different colours. • She will count and show the children how to wind up. • Children will then make some patterns like flower, bridge etc. and try to bring out their creativity.
Subject :PLS Topic: Cleaning the classroom
No. of Periods : 2
Fortnight : 12
Learning Outcomes: • Will make the children understand the importance of cleanliness of their surroundings Teaching Aids: • Two brooms • 5 small sized buckets(which is easy for the child to carry)
• Soap water • Clean water • 10 mops
Teaching Methodology: • The educator will first sit with the children in a circle and tell them that they are going to clean the class room • She will show them how to use the broom and the mop - dip it in the water and squeeze out the excess water and then mop from one side to another. • Then she will divide the children in group of 4 (total 5 group).One group will clean the table, one group will clean the door, one group will clean the floor and another two groups will clean the windows. • She tells the children to dust the tables, runners, door and windows. After this she will tell 2 children to broom the class. • After dusting she will instruct the children to clean the tables, runners, windows and doors (up to their reachable height with soap water using mop) • Then she will make children to change the mop and take clean water to clean the same.
596
• Then she will tell 4 children at a time to mop the class room in four different quarters of the room. Note: • You will need share time for this activity. Children enjoy doing such activities so do not wind up half way. Allow them to complete the task. Subject : Art & Craft Topic:Draw concentric circle
No. of Periods : 1
Fortnight : 12
Learning Outcome: • Will develop concentration Teaching Aids: • Crayon
• Drawing Book (Pg. 7)
Teaching Methodology: • The educator will first explain and draw a dot on the board. Then she will take different coloured chalks and draw concentric circles around the dot. • She will distribute the drawing book and ask the children to do as demonstrated. • The educator should encourage them to draw the circles as round as possible. Subject : Art & Craft No. of Periods : 1 Fortnight : 12 Topic:Overlapping circle Learning Outcome: • Will develop creativity Teaching Aids: • Crayon
• Drawing Book page -8
Teaching Methodology: • The educator will explain how to draw a circle on the board. • Then she will draw different sizes of circle which overlap one another then fill each part with different colored chalk which will create any shape. • After completion she will distribute the drawing book and ask the children to draw as per their wish and at the end they have to share what they can make out of their painting to the class.
597
Subject : Art & Craft Topic:Design on the pot
No. of Periods : 1
Fortnight : 12
Learning Outcomes: • Will develop creativity Teaching Aids: • 2 inch thick sponge • Powder colour • Cutter • A-4 size paper Teaching Methodology: • The educator will first draw a pot on the board and with continuous irregular lines she will make a wave pattern on the pot very carefully. • Then fill the empty spaces inside the pattern with different colours and make the pot look very artistic. • Then she will distribute the materials and ask the children to do as she did. Extended activity: The educator will ask the children to bring ceramic or earthern pot and make a decorative article with the help of this art. Subject : Art & Craft Topic:Sponge dabbing
No. of Periods : 1
Fortnight : 12
Learning Outcome: • Will develop fine motor skills Teaching Aids: • 2 inch thick sponge • Powder colour • Cutter • A4 size paper Teaching Methodology: 1. Before starting the activity the educator will cut the sponge according to the shape/design the class desires. Then she will mix the powder colour with water. 2. After that she will dip the shaped sponge in the dilute colour. 3. Then she will dab it on the paper to get the design. Extended activity: • While doing the activity she will explain to get the proper design dab very delicately. This delicacy depends on the fine motor skill thus enhances fine motor skills.
Sponge
Design
598
Subject :Hindi Topic:Buffer week
No. of Periods : 2
Fortnight : 12
• Revision of all letters from Fortnight 1 to Fortnight 11. Subject :Saturday Visit Topic: Gurudwara
Fortnight : 12
Learning Outcomes: • Refer to Saturday visit Fortnight 1 • Place of worship-Will make the children aware about where the Sikh community goes to worship. Teaching Aids: • Gurudwara Teaching Methodology: • Refer to Saturday Visit Fortnight1 Note: • The educator should be alert and also discourage children from talking to strangers. • The educator should also be alert that strangers do not take photographs of the children.
599
Teaching Learning Materials Used In this Fortnight
Fortnight : 12 – Block Room – Rainbow
Fortnight : 12 – Block Room – Diavo
Fortnight : 12 – English – Opposites
Fortnight : 12 – GMS – Tunnel
600
Subject :GMS Topic:Buffer week
No. of Periods : 2
Fortnight : 13
• This period can be used for revision of all the activities done so far.
Subject :FMS Topic:Fastening safety pins
No. of Periods : 2
Fortnight : 13
Learning Outcomes: • Will develop fine motor skill and eye hand co-ordination. • Will learn to operate the safety pin. Teaching Aids: • Big Safety pins • Handkerchief Teaching Methodology: • The educator will demonstrate by first opening the safety pin by pressing gently on the pointed side of the safety pin. • Then the pointed edge is to be pierced into the handkerchief/i-card and then pin it onto the dress of one child. • Press gently to close it. She will make it clear that they should be very careful while doing this activity as the safety pin can also prick their finger and they may get hurt. • Then she will ask the children to take out their handkerchief/i-card and safety pins and will guide and observe them. Note: • Handkerchief & a safety pin will be brought by the child from home. • Note should be send two days before. Educator should also tell children not take out the safety pins before or after the activity.
Subject :Circle Time Topic:A talk on Sports Day
No. of Periods : 10
Fortnight : 13
Learning Outcomes: • Will know about various sports played across the world. • Will give the children the message that taking part in an event is more important than winning. • To create awareness that physical exercise is very important to have a fit and healthy body. Teaching Aids: Worksheet 51
601
Teaching Methodology: • The educator will make the children sit in a circle. • She will talk about sports day and the events that each child will take part in. • She will also give instructions and the rules like 1.don’t change your track, listen to the whistle and then start, 2. touch the finishing line, 3. don’t look at others during your event etc. • She will also ask the children “which is your favorite sport?” and listen to their answers. • She will then talk about some common sports like Hockey, Cricket, Football, Tennis, some traditional games for eg about Kho-kho, Kabbadi. She can also talk about any one game in detail for eg: Cricket • It is played with bat and ball. A cricket match is played between two teams in each team there are eleven players. • A cricket match is played on a cricket field. • One team will bat and the other team will bowl and field, trying to dismiss the one who is batting (Batsman) and so on. • Like this she will share little information about few more sports. Subject :Rhymes and Songs Topic:Yankee Doodle / Maa3Ir
putul (B)
No. of Periods : 6 / Revision
Fortnight : 13
Learning Outcomes: • Children will be able to recite a rhyme on their own with action and expression. • They will be aware of new words. • Their comprehension level will improve. Teaching Aids: • Rhyme Book-
1. Yankee Doodle (Pg. 12) 2. Maa3Ir putul (Bengali) (Pg.47) 3. Revision (all rhymes done so far)
Teaching Methodology: Refer to Fortnight 1 Note: Revise all earlier rhymes before a new one is introduced. Subject :English No. of Periods : 8 Fortnight : 13 Topic: 1.Reading Exercise. 2.Reading Sight words and Assembly words 3.Writing two lettered sight words
Learning Outcomes: • Will help in enhancing and inculcating reading habits – will help them to read newspaper, short stories etc.
602
Teaching Aids: • Blackboard
• Worksheet: 38, 39, 40, 41, 42, 43
Teaching Methodology: • The educator will start the reading exercise by first taking 2 letter words like am, at, in, on,slowly graduating to 3 letter words like jam, pin, rat and make sentences and asked them to read aloud. • Eg: I am a girl. I am a boy. The pin is in the tin. Look at the sun. • The two letter sight words & assembly words are attached here with.
Sight words am do at my as by an up so us no in go it he if we is me on be or to of
•
School Eklavya Welcome Thank you Sorry Please Excuse me Table Chair Eraser Pencil Locker, Runner Napkin Window Door Toilet Good morning
Assembly words Good afternoon Good Evening Good Night Seasons Summer Monsoon / Rainy season winter Mother Father Sister Grandfather Uncle Aunt Festival Diwali Christmas Rakshabandhan
The educator will write two letter sight words on the board and the children will copy it from the board in their 4 line note book.
603
Subject : Maths Topic:Addition sums in note book
No. of Periods : 8
Fortnight : 13
Learning Outcomes: • Will learn to calculate simple sums in the note book. Teaching Aids: • Black board, Chalk, Note Book, Pencil and Eraser. Teaching Methodology: • The educator will do the revision of addition sums on the board. (Sums are done in the math worksheet). • She will give the note book where she should have written the sums in before hand. • Example: 1.
T
O
O
O
O
O
5
O
3
O
4 +
2
O
O
O
O
O
O
O
6
2.
T
+
O O
8
This arrow indicates the margin. Only date should be written before the margin. • Children will have to draw balls as done in front of each number and count the balls together and write the answer. Note: • In a page 4 sums should be written. • After some practice the educator can instruct and the children will be able to copy down the sums on their own. • Write 20 – 30 (book) • Write 1 to 30 in note book • Worksheet no 27, 28, 29
604
Subject : Story Telling Topic:Buffer week
No. of Periods : 6
Fortnight : 13
No. of Periods : 3
Fortnight : 13
• Revision of Fortnight 1 - 12
Subject :Science & Geo Topic: Winter season
Learning Outcomes: • Will make them aware of the climatic condition, food, clothes & diseases Teaching Aids: • Board, pictures Teaching Methodology: Period 1 • The educator will take the children outside & will ask them to close their eyes and feel the cold air. Then she will ask them to open their eyes and will ask • -How did you feel? - How is the ground – is it wet or dry? • As this topic will be done during the winter season, it will be easy for the children to understand the climatic condition. Period 2 • The educator will repeat the previous day’s work and will move on to the type of clothes. • She will call out the children who are wearing jackets, sweaters, pullovers, jacket with hoods, will also points to a Ma’am with a shawl. Like this there are a variety of woolen clothes to keep our body warm. • The educator will draw it on the Board. Period 3 • The educator will talk about the type of food we eat in winter season. She will also talk about the variety of fruits and vegetables available in winter season. She will also talk about the common problem which small children will face in winter that is cough & cold. Extended activity: • Related group activity will be done where the class will be divided into four groups and each group will be given different topic like climatic condition, clothes we wear in winter season, fruits & vegetables & food we eat. They will be asked to bring pictures from home and will stick in the class
605
Subject :Science & Geo No. of Periods : 1 Topic: Sense – Taste - salty, sweet, bitter, sour
Fortnight : 13
Learning Outcomes: • Will enhance and make the children taste the different tastes. Teaching Aids: • Salty food like – Monaco biscuits, cheese • Sweet food – Sugar, Jaggery • Bitter food – neem leaves, bitter gourd • Sour food – Tamarind, lemon Teaching Methodology: • The educator will explain the function of the tongue. One of the important function is that the tongue tells us the taste of the food. She will explain that our tongue has small taste buds which help us to identify the taste of the food. • She will collect various food items of four different tastes and will make the children taste it one by one. She will begin with salty items and will ask the children its taste. She will go on in the same manner with other food items also. • She will then make a child close her eyes-taste one of the 4 items and ask her to say what the taste was. Similarly she will give chance to all the children. Subject : Block Room No. of Periods : 6 Topic: A True Experience of Art and Form
Fortnight : 13
Learning Outcomes: • Will develop, motivate and encourage one’s own imagination and intellectual skills • Will sharpen intelligence and indirectly creates interest for mathematics and its uses Teaching Aids:Green and yellow Arch-1 each, yellow, red, white, blue triangle1each, red, yellow, blue, white thin square slabs-1 each, blue, green cuboids 1each, red, green, white-1 cube each, yellow cylinder-1, yellow, green thick rectangle slab-1 each, red, blue thin rectangle slab-1 each and curve- 1(21 pieces). Teaching Methodology: • The educator will make the children sit in a circle and demonstrate. • She will take out all the blocks and place it on the table in front of the children without making noise. • She will show them the different shapes, which will be a sort of revision of shapes and also knowing new shapes.
606
• Then she will start making some patterns/designs like ship, houses, bridges etc and demonstrate. • Then she will show how to put back all the block pieces in the box and keep it back in its place. • Then the children will start doing as demonstrated and they will also come out with their own imagination and creativity. Note: The educator should ensure that each child knows how to arrange the box. Subject : PLS Topic: Watering the plants
No. of Periods : 2
Fortnight : 13
Learning Outcomes: • Will help them to take care of plants and to be sensitive towards plants • Will give them exposure about nature. Teaching Aids: • One Sprinkler (of small size which a child is able to carry easily), Water Teaching Methodology: Period 1 • The educator will sit in a circle along with children and explain why watering of a plant is necessary • She will tell them as we need air, water and food to survive and grow in the same way a plant needs water and sunlight to grow and survive. Period 2 • Educator will take the children to the garden. • Then she will give an empty sprinkler to any child and ask her to fill it with water from a near-by tap. • Then she will demonstrate how to sprinkle the water on the plants. • Then each child of the class will gwt a chance to use the sprinkler. • At the same time she will also tell them that they should not dump the water in the base of the plant with a bucket of water or a pipe for small plants, nor for a tree. • If a child shows interest to water a tree the educator will allow her. She will ask her to fill a bucket (small size) and guide her how to pour water slowly at the base of the tree. Note: • If a child shows interest in the activity she can do it in the morning and evening at home, even as soon as she comes to school before the class begins she can be alloted 5 min. of her outdoor free- play for watering the plants.
607
Subject : Art & Craft Topic: Christmas Socks
No. of Periods : 4
Fortnight : 13
Learning Outcomes: • Will develop creativity. Teaching Aids: • Red marble paper.
• Cotton.
• Glue.
• Scissor.
Teaching Methodology: • Distribute the marble paper • Ask them to fold it half vertically • Draw the shape of the socks and cut the edge with the scissor • Decorate the socks by sticking the cotton with glue and other decorative material • Now glue the open end carefully. The children will make this along with the educator.
Note: • The educators should briefly explain how these decorative socks can be used during Christmas. Subject : Hindi No. of Periods/week : 2 Topic: ´ÉhÉǨÉɱÉÉ ´ªÉÆVÉxÉ '{É' '¡ò' '¤É' '¦É'
Fortnight : 13
Learning Outcomes: • ´ÉhÉǨÉɱÉÉ EòÒ {ɽþSÉÉxÉ (º´É®ú +Éè®ú ´ªÉÆVÉxÉ) • ˽þnùÒ ´ÉhÉÉääÈ EòÒ {ɽþSÉÉxÉ +Éè®ú ºÉ½þÒ =SSÉÉ®úhÉ Teaching Aids: • ¤±ÉèE ¤ÉÉäbÇ
•
´ÉhÉǨÉɱÉÉ E É SÉÉ]Çõ
Teaching Methodology: Period 1 • ʶÉÊIÉEòÉ ¤±ÉèE ¤ÉÉäbÇ {É®ú BEò +IÉ®ú ʱÉJÉåMÉÒ Ê¡ò®ú =ºÉEòÉ =SSÉÉ®úhÉ ´É½þ UôÉjÉÉå EòÉä ʺÉJÉɪÉåMÉÒ*
=nɽ®hÉ: ªÉ½þ ½éþ '{É'
• +¤É ´É½þ '{É' ºÉä ¶ÉÖ°ü ½þÉäxÉä ´ÉɱÉä ¶É¤nù ¤ÉiÉɪÉåMÉÒ*
=nɽ®hÉ:'{É' ºÉä {ÉiÉÆMÉ, {É®úÒ, {ɱÉÆMÉ, +Éè®ú ¤ÉÉäbÇ {É®ú ÊSÉjÉ ¤ÉxÉɪÉåMÉÒ* +ÆiÉ ¨Éå ʶÉÊIÉEòÉ UôÉjÉÉå EòÉä '{É' ºÉä ¶ÉÖ°ü ½þÉxä Éä ´ÉɱÉä ¶É¤nù ¤ÉiÉÉxÉä Eäò ʱɪÉä =iºÉÉʽþiÉ Eò®åúMÉÒ* ºÉÉ®äú ¶É¤nùÉå EòÉä ¤±ÉèE ¤ÉÉäbÇ {É®ú ʱÉJÉEò®ú ʶÉÊIÉEòÉ UôÉjÉÉå EòÉä =ºÉ Eäò {ÉÒUäô nùÉä½þ®úÉxÉä Eäò ʱɪÉå Eò½åþMÉÒ* ʶÉÊIÉEòÉ ¤±ÉèE ¤ÉÉäbÇ {É®ú +IÉ®ú ʱÉJÉåMÉÒ +Éè®ú UôÉjÉÉå EòÉä =ºÉ +IÉ®ú EòÒ {ɽþSÉÉxÉ Eò®úxÉä Eäò ʱɪÉå Eò½åþMÉÒ* ʶÉÊIÉEòÉ =ºÉ +IÉ®ú ºÉä ¶ÉÖ°ü ½þÉäxÉä ´ÉɱÉä ¶É¤nù UôÉjÉÉå EòÉä Eò½þxÉä Eäò ʱɪÉå Eò½åþMÉÒ Ê¡ò®ú ¤±ÉèE ¤ÉÉäbÇ {É®ú ʱÉJÉåMÉÒ +Éè®ú ºÉÉ®äú UôÉjÉÉå EòÉä {ÉÒUäô nùÉä½þ®úÉxÉä Eäò ʱɪÉå Eò½åþMÉÒ* • ʶÉÊIÉEòÉ ¤±ÉèE ¤ÉÉäbÇ {É®ú BEò +IÉ®ú ʱÉJÉåMÉÒ Ê¡ò®ú =ºÉEòÉ =SSÉÉ®úhÉ ´É½þ UôÉjÉÉå EòÉä ʺÉJÉɪÉåMÉÒ* =nɽ®hÉ: ªÉ½þ ½éþ '¡ò' • +¤É ´É½þ '¡ò' ºÉä ¶ÉÖ°ü ½þÉäxÉä ´ÉɱÉä ¶É¤nù ¤ÉiÉɪÉåMÉÒ* • • • •
608
• • • •
=nɽ®hÉ: '¡ò' ºÉä ¡ò±É, ¡ò®úºÉÉ, ¡òhÉ, +Éè®ú ¤ÉÉäbÇ {É®ú ÊSÉjÉ ¤ÉxÉɪÉåMÉÒ* +ÆiÉ ¨Éå ʶÉÊIÉEòÉ UôÉjÉÉå EòÉä '¡ò' ºÉä ¶ÉÖ°ü ½þÉäxÉä ´ÉɱÉä ¶É¤nù ¤ÉiÉÉxÉä Eäò ʱɪÉä =iºÉÉʽþiÉ Eò®åúMÉÒ* ºÉÉ®äú ¶É¤nùÉå EòÉä ¤±ÉèE ¤ÉÉäbÇ {É®ú ʱÉJÉEò®ú ʶÉÊIÉEòÉ UôÉjÉÉå EòÉä =ºÉ Eäò {ÉÒUäô nùÉä½þ®úÉxÉä Eäò ʱɪÉå Eò½åþMÉÒ* ʶÉÊIÉEòÉ ¤±ÉèE ¤ÉÉäbÇ {É®ú +IÉ®ú ʱÉJÉåMÉÒ +Éè®ú UôÉjÉÉå EòÉä =ºÉ +IÉ®ú EòÒ {ɽþSÉÉxÉ Eò®úxÉä Eäò ʱɪÉå Eò½åþMÉÒ* ʶÉÊIÉEòÉ =ºÉ +IÉ®ú ºÉä ¶ÉÖ°ü ½þÉäxÉä ´ÉɱÉä ¶É¤nù UôÉjÉÉå EòÉä Eò½þxÉä Eäò ʱɪÉå Eò½åþMÉÒ Ê¡ò®ú ¤±ÉèE ¤ÉÉäbÇ {É®ú ʱÉJÉåMÉÒ +Éè®ú ºÉÉ®äú UôÉjÉÉå EòÉä {ÉÒUäô nùÉä½þ®úÉxÉä Eäò ʱɪÉå Eò½åþMÉÒ*
Period 2 • ʶÉÊIÉEòÉ ¤±ÉèE ¤ÉÉäbÇ {É®ú BEò +IÉ®ú ʱÉJÉåMÉÒ Ê¡ò®ú =ºÉEòÉ =SSÉÉ®úhÉ ´É½þ UôÉjÉÉå EòÉä ʺÉJÉɪÉåMÉÒ*
=nɽ®hÉ: ªÉ½þ ½éþ '¤É'
• +¤É ´É½þ '¤É' ºÉä ¶ÉÖ°ü ½þÉäxÉä ´ÉɱÉä ¶É¤nù ¤ÉiÉɪÉåMÉÒ *
=nɽ®hÉ: '¤É' ºÉä ¤ÉEò®úÒ, ¤ÉiÉJÉ, ¤ÉºÉ, +Éè®ú ¤ÉÉäbÇ {É®ú ÊSÉjÉ ¤ÉxÉɪÉåMÉÒ*
• • • • • • • • • •
+ÆiÉ ¨Éå ʶÉÊIÉEòÉ UôÉjÉÉå EòÉä '¤É' ºÉä ¶ÉÖ°ü ½þÉxä Éä ´ÉɱÉä ¶É¤nù ¤ÉiÉÉxÉä Eäò ʱɪÉä =iºÉÉʽþiÉ Eò®åúMÉÒ* ºÉÉ®äú ¶É¤nùÉå EòÉä ¤±ÉèE ¤ÉÉäbÇ {É®ú ʱÉJÉEò®ú ʶÉÊIÉEòÉ UôÉjÉÉå EòÉä =ºÉ Eäò {ÉÒUäô nùÉä½þ®úÉxÉä Eäò ʱɪÉå Eò½åþMÉÒ* ʶÉÊIÉEòÉ ¤±ÉèE ¤ÉÉäbÇ {É®ú +IÉ®ú ʱÉJÉåMÉÒ +Éè®ú UôÉjÉÉå EòÉä =ºÉ +IÉ®ú EòÒ {ɽþSÉÉxÉ Eò®úxÉä Eäò ʱɪÉå Eò½åþMÉÒ* ʶÉÊIÉEòÉ =ºÉ +IÉ®ú ºÉä ¶ÉÖ°ü ½þÉäxÉä ´ÉɱÉä ¶É¤nù UôÉjÉÉå EòÉä Eò½þxÉä Eäò ʱɪÉå Eò½åþMÉÒ Ê¡ò®ú ¤±ÉèE ¤ÉÉäbÇ {É®ú ʱÉJÉåMÉÒ +Éè®ú ºÉÉ®äú UôÉjÉÉå EòÉä {ÉÒUäô nùÉä½þ®úÉxÉä Eäò ʱɪÉå Eò½åþMÉÒ* ʶÉÊIÉEòÉ ¤±ÉèE ¤ÉÉäbÇ {É®ú BEò +IÉ®ú ʱÉJÉåMÉÒ Ê¡ò®ú =ºÉEòÉ =SSÉÉ®úhÉ ´É½þ UôÉjÉÉå EòÉä ʺÉJÉɪÉåMÉÒ* =nɽ®hÉ: ªÉ½þ ½éþ '¦É' +¤É ´É½þ '¦É' ºÉä ¶ÉÖ°ü ½þÉäxÉä ´ÉɱÉä ¶É¤nù ¤ÉiÉɪÉåMÉÒ* =nɽ®hÉ:'¦É' ºÉä ¦ÉMÉiÉ, ¦ÉɱÉÚ, ¦Éäb÷, +Éè®ú ¤ÉÉäbÇ {É®ú ÊSÉjÉ ¤ÉxÉɪÉåMÉÒ* +ÆiÉ ¨Éå ʶÉÊIÉEòÉ UôÉjÉÉå EòÉä '¦É' ºÉä ¶ÉÖ°ü ½þÉxä Éä ´ÉɱÉä ¶É¤nù ¤ÉiÉÉxÉä Eäò ʱɪÉä =iºÉÉʽþiÉ Eò®åúMÉÒ* ºÉÉ®äú ¶É¤nùÉå EòÉä ¤±ÉèE ¤ÉÉäbÇ {É®ú ʱÉJÉEò®ú ʶÉÊIÉEòÉ UôÉjÉÉå EòÉä =ºÉ Eäò {ÉÒUäô nùÉä½þ®úÉxÉä Eäò ʱɪÉå Eò½åþMÉÒ* ʶÉÊIÉEòÉ ¤±ÉèE ¤ÉÉäbÇ {É®ú+IÉ®úʱÉJÉåMÉÒ+Éè®ú UôÉjÉÉå EòÉä =ºÉ +IÉ®ú EòÒ {ɽþSÉÉxÉ Eò®úxÉä Eäò ʱɪÉå Eò½åþMÉÒ* ʶÉÊIÉEòÉ =ºÉ +IÉ®ú ºÉä ¶ÉÖ°ü ½þÉäxÉä ´ÉɱÉä ¶É¤nù UôÉjÉÉå EòÉä Eò½þxÉä Eäò ʱɪÉå Eò½åþMÉÒ Ê¡ò®ú ¤±ÉèE ¤ÉÉäbÇ {É®ú ʱÉJÉåMÉÒ +Éè®ú ºÉÉ®äú UôÉjÉÉå EòÉä {ÉÒUäô nùÉä½þ®úÉxÉä Eäò ʱɪÉå Eò½åþMÉÒ*
609
Subject :Saturday Visit Topic: Sundervan
Fortnight : 13
Learning Outcomes: • Refer to Saturday VisitFortnight1 • Will make the children aware of various farm animals and different types of snakes. Teaching Aids: • Sundervan - A small wildlife sanctuary with all types of fowls – hen, ducks, swans, turkey etc and a snake park Teaching Methodology: Refer to Saturday Visit Fortnight 1 Note: • The educator should be alert and also discourage children from talking to strangers. • The educator should also be alert that strangers do not take photographs of the children.
Teaching Learning Materials Used In this Fortnight Fortnight : 13 – Block room – A True Experience of Art and Form
610
Subject : GMS Topic: Jumping over a hurdle
No. of Periods : 2
Fortnight : 14
Learning Outcomes: • Will help in the development of muscular strength and coordinated movements of the arms and legs. • Will learn to be alert and cross or jump over the hurdle that comes in one’s way. Teaching Aids: • Any of the following: • a raised pipe, some stick, cones etc. can be used as a hurdle. Teaching Methodology: • The educator will make the children stand in a line and then she will demonstrate. • The educator will keep only one object - a cone or a stick at a distance. • She will come back to the place where she was standing. • She will demonstrate how to run and jump over the hurdle and cover a few meters. • The children will follow and do as demonstrated. Extended activity: • Fix a starting point and an ending point approximately 50 metre in the beginning. • Keep three objects one after the other at equal distance between the fixed points. • The children will have to stand at the starting point and the run and jump over the hurdles. • Then a race can be conducted by running and jumping over the hurdles and reach the finishing line. Extended activity: • An event similar to this activity can be conducted on the Sports Day. Subject : FMS Topic: Punching paper
No. of Periods : 2
Fortnight : 14
Learning Outcomes: • Will help in the development of fine motor movements, strengthening the palm muscles, application of strength. Teaching Aids: • Papers • Punching machine
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Teaching Methodology: • First the educator will fold an A4 size paper into half, to get the mid-point on it, so that she can punch the paper properly else holes at incorrect distance will be made. She will then open it. • The educator will insert the left side of the paper into the punching machine, she should ensure that the folded line is in aligned with the pointer on the punching machine. • Keep the punching machine on the table and press it with your palm.(The educator can also demonstrate by holding the punching machine in her hands.) • Then the educator will give A-4 size paper to each child, a punching machine and will observe. Note: • If any child is unable to do it, she will explain again by demonstrating. Subject : Circle Time Topic: Buffer week
No. of Periods : 5
Fortnight : 14
Learning Outcome: • Will help them in the ability to recall what has been learnt earlier. Teaching Aids: None Teaching Methodology: • After coming back from the Christmas break the values, habits, etc whatever has been done earlier will be revised. • Children can also share their experiences and feelings in a group.
Subject : Circle Time Topic: National Symbols
No. of Periods : 5
Fortnight : 14
Learning Outcomes: • Will learn about the national flag, emblem, flower etc. Teaching Aids: • Some pictures, board and chalk worksheet 57 Teaching Methodology: • The educator will make the children sit in a circle • Then she will ask, “Which is our national flower?” and will wait for the answers. • She may give clue and get the answer and finally she tells “Our national flower is the lotus”.
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• Like this she will ask few more questions like1. How many colours are there in our national flag?-3 2. Which is our National Emblem?- Ashoka pillar 3. What do you see on our National Emblem? - four headed lion and Ashoka Chakra 4. Which is our National Bird? - Peacock 5. Which is our National Animal? - Tiger 6. Which is our National Anthem? - Jana Gana Mana 7. Who wrote Jana Gana Mana ? - Rabindranath Tagore 8. Which is our National Game? - Hockey 9. Which is our National Song? - Vande Mataram 10. Which is our National Language? - Hindi Note: • She can write and draw on the board and explain these things • This should be revised again after 2 - 3 days, So that they remember them well. Subject : Rhymes and Songs No. of Periods : 6 Topic: Two Little Keys / [.³2nu8 (H) /Revision
Fortnight : 14
Learning Outcomes: • Children will be able to recite rhymes on their own with action and expression. • They will be aware of new words. • Their comprehension level will improve. Teaching Aids: • Rhyme Book -
1.Two Little Keys (Pg.5) 2. [.³2nu8 (Hindi) (Pg.28)
Teaching Methodology: Refer to Fortnight 1 Note: Revise all earlier rhymes before a new one is introduced Subject : English No. of Periods : 6 Fortnight : 14 Topic: Revision – Two lettered words / Writing in Notebook
Learning Outcomes: • Will enhance reading and writing Teaching Aids:Blackboard Teaching Methodology: • The teacher will write the two letter sights words on the blackboard and will ask each child to read it. • She will then write 2 letter sight words on the board, and will ask the children to copy down from the board.
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Subject : English Topic: Activity : Group Talk
No. of Periods : 2
Fortnight : 14
Learning Outcomes: • To encourage conversation. Teaching Aids: None Teaching Methodology: • Let the children sit in a semi circle. Initiate conversation around a selected theme e.g., a farm that belongs to uncle x, which has many mangoes and bananas. Leave the conversation open for children to speak. While they talk write down all the new words on the Black Board. (Make a special note about unusual conversation).Example names of all fruits, vegetables, plants and other things they mention about the farm. After the conversation the teacher can read out the words to the children. Leave it on the Black board to see and read. Subject : Maths No. of Periods : 4 Topic: Revision of all pre-math concepts
Fortnight : 14
• The educator will do the revision of all the concepts – far and near, heavy and light, tall and short, more and less etc., Subject : Maths Topic: Writing numbers 31- 40
No. of Periods : 4
Fortnight : 14
Learning Outcomes: • Will learn to write the numbers by following the proper stroke. Teaching Aids: • Black board, Chalk and book Page -. 52, 56 Teaching Methodology: • The educator follows the same method of teaching to write the numbers as done before.(Refer writing 1-10) • As they know the strokes 1 – 9 well children can write these numbers well. • The educator should remind them that both the numbers should be in the same square e.g. 31, both 3 and 1 should be in the same square. Subject : Story Telling No. of Periods : 6 Fortnight : 14 Topic: 1.The wolf in sheep’s clothing 2. The Monkey and the Bell
Learning Outcomes: • Children will be able to comprehend a story. • Will know that there is a sequence in a story. • Will be able to narrate the story. • Will enhance their vocabulary.
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Teaching Aids: • Flash cards or puppets related to the characters in the story. • The story book with big pictures. 1. The wolf in sheep’s clothing 2. The monkey and the bell Teaching Methodology: Refer to Fortnight 1 Extended activity: Refer to Fortnight 1 Note: • Use simple sentences and remembers children love listening to same story again and again enact it as if you are saying it for the first time. • All stories need not have a moral-so do not always stress on the question “So what did you learn?” The Wolf in Sheep’s Clothing A long time ago, there was a wolf. In the heart of a dense forest he had made his home. The wolf used to hunt down smaller animals for food. But due to old age, he was not able to chase and pin down his prey. Often, he had to miss the prey and go hungry. Gradually, the wolf was becoming weaker and weaker. On the outskirts of the forest, there was a pasture. Every day, a shepherd used to bring his herd of sheep to the pasture for gazing. One day, the wolf was wandering in search of food. At that time, the sheep were busy grazing in the pasture. Suddenly, the wolf spotted the herd from a distance. The wolf was delighted. He looked around. And to his luck, the shepherd was in a deep sleep under the cool shade of a tree. ‘Hmm! It’s a good opportunity. I can solve my food problem forever,’ thought the wolf. He gingerly moved towards the herd. There was a thicket nearby. The wolf crouched behind it and waited. The sheep were so engrossed in grazing that they didn’t notice the wolf eyeing them. As soon as a sheep came close, the wolf pounced upon him. The wolf caught the sheep and instantly ate him up. Now the skin of the sheep was left out. The wicked wolf wore the skin joined the flock of sheep. The sheep could not identify the wolf. After some time, the shepherd led the flock back to the farm. The wolf mingled with the sheep and walked beside them, taking gentle steps. The innocent sheep talked among themselves. “Ah, nice graze!” said one of them. “Indeed! I had my full!” said another. But the wolf kept him mouth shut. The wolf started living in the farm with the sheep. He was happy at the success of his plan. In the night, when the shepherd slept, the wolf used to kill a sheep and eat him up. The wolf spent his days in merriment. No one could identify him in the sheep’s clothing. As time passed by, he became healthy and fat. One day, there was a feast at the shepherd’s house. So he came to the farm to take a fat sheep to slaughter. And as luck would have it, he chose the chubbiest sheep, and that was the cunning wolf. As soon as the shepherd realised the whole matter, he flew into a rage. With his thick stick, he gave a sound thrashing to the wicked wolf. His mask tore, the wolf ran into the forest, limping.
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2. The Monkey and the Bell Once upon a time, there was a small village where the villagers were quite pious. They had built a temple on the outskirts of the village. At the entrance of the temple, there hung a silver bell. For quite some time, a thief had been eyeing the bell. One night, he stole the precious bell and ran into the nearby forest. Deep inside the forest, there were many wild animals. But the thief did not know this. Running as fast as he could, he came to the densest part of the forest. And there… he was attacked by some ferocious animals. Luckily, the thief managed to escape. But in his panic, he dropped the bell in the forest. The next morning, the news of the theft spread like fire. In the night, some people heard the ringing of the temple bell. They were started. The bell would ring once…and then stop…and then again once…and then stop! In the morning, the people of the village were shocked and confused. There was a rumour that the temple-god is going to punish the villagers! All around, there was chaos and panic. People apprehended some calamity. “Last night, the temple- God was warning us. Tonight, he will definitely send some trouble,” people talked. All this while, a young boy thought,’ I shall find out the truth tonight or else these people will go on cooking stories.’ So the brave boy decided to keep awake that night. He sat on a tree outside his house and waited. When it was midnight, he heard a faint ring of the bell. The boy strained his ears. He felt that the ring was coming from the forest. And when he heard the second ring, he was sure about it. He, at once, ran towards the forest. The brave boy did not feel frightened at all. He moved deep into the forest. The bell would ring once…and then stop! Then again once… and then stop! The boy kept swaying to his left and right, trying to locate the bell. And, at last, he found it. There, upon a tree, was a monkey holding the bell in his hands, jumping from one branch to another! The boy slowly moved toward the tree where the monkey was sitting. Then he took out some peanuts from his pocket and showed it to the monkey. As soon as the monkey saw the peanuts, he snapped at them, throwing away the bell. The clever boy was already alert. He threw away the peanuts towards the monkey and picked up the bell. Holding the bell carefully, the boy ran out of the forest as fast as he could. When he reached the village, he gathered the villagers and narrated all that had happened in the village. “And we were getting scared over a silly thing!” the villagers laughed. They were very happy to get their auspicious bell back. They all praised the boy for his wisdom and courage.
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Subject :Science & Geo Topic: Sense – Smell
No. of Periods : 2
Fortnight : 14
Learning Outcomes: • Children will be learn to smell different types of good and bad smell. Teaching Aids: • Vaseline, Vicks vapourab, perfume, vinegar, cowdung, talcum powder Teaching Methodology: • The educator will begin by attracting the children’s attention by smelling and saying “Oh! WoW! What a pleasant & good smell is coming. She keeps pretending. The whole class joins her in smelling. • Now everybody is using their nose to smell. Then she brings forward the teaching aid mentioned and takes it to each child one by one for smelling. • She begins with talcum powder and she explains “Wow! What a pleasant and soothing smell”. Then she takes cowdung to each child. “Oh No! What a bad smell.” With the help of facial expression, the pleasant and the unpleasant smell can be expressed. • She will then make a child close her eyes - smell one of the 4 items and ask her to say what the smell was. Similarly she will give chance to all the children.
Subject :Science & Geo Topic: Helpers – enact
No. of Periods : 2
Fortnight : 14
Learning Outcomes: • Will help in getting acquainted to different professions and their job. Teaching Aids: • Broom, kitchen knife, garden scissors, water can, vegetables in a basket Teaching Methodology: • The educator will begin by showing the equipments like a broom – She will then ask, “Who uses a broom?” A sweeper. She will then show a basket full of vegetables – She will then ask, “Who sells vegetables?” A vegetable vendor/grocer Like this she will introduce other helpers as well. Then she will ask “Are they helping us?” “Yes, they help us.” So they are known as helpers. • The educator will ask the same question as – “Who are helpers?” The people who help us. She will ask them to name a few and will write on the board.
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• She will show more pictures of helpers who help us in our daily life like the driver uncle, the conductor uncle, the housekeeping aunty. Even their Ma’am is also a helper. The educator will give a fortnight’s time and will ask the children to dress up as helpers and enact a little. Period 2 Activity - enacting as helpers • The children will come dressed as helpers. And will say in 2-3 sentences – Who they are? And how do they help the society? Subject : Block Room Topic: Cella
No. of Periods : 6
Fortnight : 14
Learning Outcomes: • Will develop concentration and eye-hand co-ordination. • Will enhance their power of creativity and imagination- by coming up with some extra ordinary pattern Teaching Aids: • Small cube and 8 blues pieces of blocks of varying sizes from big to small which can fit in each piece. Teaching Methodology: • The educator will make the children sit in a circle and demonstrate how to go about • She will take out the blocks from the box and keep it in front of the children. • She will make the patterns like the shells (blocks) fit one into another and make a chamber, make a staircase, theatre etc. • She will then give the children to explore and come out with unique and different patterns. • She should teach them how to arrange the blocks back in the box. Subject : PLS Topic: Table setting
No. of Periods : 2
Learning Outcomes: • Will learn how to set the dinner table. • Will learn the importance of table setting. Teaching Aids: • Napkin • Plate and bowl • Spoon and fork
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Fortnight : 14
Teaching Methodology: • Educator will ask the children to bring a plate, bowl, fork, spoon and napkin from home. • She will demonstrate how to keep the napkin on the table and the plate on the napkin and then bowl in the plate. She will keep the spoon on the right side of the plate and fork on the left side. • The children will follow the same procedure step by step. • The educator will observe them and guide them. Note: • She can revise some important task habits, like1. Do not make a noise with your spoon and fork. 2. The spoon, fork and knife together is called cutlery. 3. Do not make noise while chewing. 4. Do not spill food outside your plate. 5. Get up only when all sitting at the table have finished. Subject : Art & Craft Topic: Paper folding – Kite making
No. of Periods : 4
Fortnight : 14
Learning Outcomes: • Will develop fine motor skills. • Children will be aware of the Uttrayan festival. Teaching Aids: • Origami Paper. • A-4 size paper. • Fevicol. Teaching Methodology: • The educator will give origami paper to the children. • She will demonstrate how to hold the paper and fold it diagonally; exactly into half from the centre and a triangle will be formed. • Now she will make a half inch fold along the open edges of the triangle • Then she will fold the triangle into half again only to mark the midpoint. • Once midpoint is marked, she will open the triangle and turn the folded part down • She will keep the hypotenuse – the longer side up and again fold both ends of the triangle, from the midpoint, from both sides to form a diamond shape with a tail as that of a kite. • Children will also follow the same. • They will then decorate as per their wish.
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Subject : Hindi Topic: ´ÉhÉǨÉɱÉÉ ´ªÉÆVÉxÉ -'¨É' 'ªÉ' '®ú' '±É'
No. of Periods : 2
Fortnight : 14
Learning Outcomes: • ´ÉhÉǨÉɱÉÉ EòÒ {ɽþSÉÉxÉ (º´É®ú +Éè®ú ´ªÉÆVÉxÉ) • ˽þnùÒ ´ÉhÉÉääÈ EòÒ {ɽþSÉÉxÉ +Éè®ú ºÉ½þÒ =SSÉÉ®úhÉ Teaching Aids: • ¤±ÉèE ¤ÉÉäbÇ
•
´ÉhÉǨÉɱÉÉ E É SÉÉ]Çõ
Teaching Methodology: Period 1 • ʶÉÊIÉEòÉ ¤±ÉèE ¤ÉÉäbÇ {É®ú BEò +IÉ®ú ʱÉJÉåMÉÒ Ê¡ò®ú =ºÉEòÉ =SSÉÉ®úhÉ ´É½þ UôÉjÉÉå EòÉä ʺÉJÉɪÉåMÉÒ*
=nɽ®hÉ: ªÉ½þ ½éþ '¨É'
• +¤É ´É½þ '¨É' ºÉä ¶ÉÖ°ü ½þÉäxÉä ´ÉɱÉä ¶É¤nù ¤ÉiÉɪÉåMÉÒ * • • • • • • • • • •
=nɽ®hÉ: '¨É' ºÉä ¨ÉUô±ÉÒ, ¨É]õ®ú, ¨ÉɱÉÉ, +Éè®ú ¤ÉÉäbÇ {É®ú ÊSÉjÉ ¤ÉxÉɪÉåMÉÒ* +ÆiÉ ¨Éå ʶÉÊIÉEòÉ UôÉjÉÉå EòÉä '¨É' ºÉä ¶ÉÖ°ü ½þÉxä Éä ´ÉɱÉä ¶É¤nù ¤ÉiÉÉxÉä Eäò ʱɪÉä =iºÉÉʽþiÉ Eò®åúMÉÒ* ºÉÉ®äú ¶É¤nùÉå EòÉä ¤±ÉèE ¤ÉÉäbÇ {É®ú ʱÉJÉEò®ú ʶÉÊIÉEòÉ UôÉjÉÉå EòÉä =ºÉ Eäò {ÉÒUäô nùÉä½þ®úÉxÉä Eäò ʱɪÉå Eò½åþMÉÒ* ʶÉÊIÉEòÉ ¤±ÉèE ¤ÉÉäbÇ {É®ú +IÉ®ú ʱÉJÉåMÉÒ +Éè®ú UôÉjÉÉå EòÉä =ºÉ +IÉ®ú EòÒ {ɽþSÉÉxÉ Eò®úxÉä Eäò ʱɪÉå Eò½åþMÉÒ* ʶÉÊIÉEòÉ =ºÉ +IÉ®ú ºÉä ¶ÉÖ°ü ½þÉäxÉä ´ÉɱÉä ¶É¤nù UôÉjÉÉå EòÉä Eò½þxÉä Eäò ʱɪÉå Eò½åþMÉÒ Ê¡ò®ú ¤±ÉèE ¤ÉÉäbÇ {É®ú ʱÉJÉåMÉÒ +Éè®ú ºÉÉ®äú UôÉjÉÉå EòÉä {ÉÒUäô nùÉä½þ®úÉxÉä Eäò ʱɪÉå Eò½åþMÉÒ* ʶÉÊIÉEòÉ ¤±ÉèE ¤ÉÉäbÇ {É®ú BEò +IÉ®ú ʱÉJÉåMÉÒ Ê¡ò®ú =ºÉEòÉ =SSÉÉ®úhÉ ´É½þ UôÉjÉÉå EòÉä ʺÉJÉɪÉåMÉÒ* =nɽ®hÉ: ªÉ½þ ½éþ 'ªÉ' +¤É ´É½þ 'ªÉ' ºÉä ¶ÉÖ°ü ½þÉäxÉä ´ÉɱÉä ¶É¤nù ¤ÉiÉɪÉåMÉÒ* =nɽ®hÉ: 'ªÉ' ºÉä ªÉÉEò, ªÉYÉ, ªÉxjÉ, +Éè®ú ¤ÉÉäbÇ {É®ú ÊSÉjÉ ¤ÉxÉɪÉåMÉÒ* +ÆiÉ ¨Éå ʶÉÊIÉEòÉ UôÉjÉÉå EòÉä 'ªÉ' ºÉä ¶ÉÖ°ü ½þÉxä Éä ´ÉɱÉä ¶É¤nù ¤ÉiÉÉxÉä Eäò ʱɪÉä =iºÉÉʽþiÉ Eò®åúMÉÒ* ºÉÉ®äú ¶É¤nùÉå EòÉä ¤±ÉèE ¤ÉÉäbÇ {É®ú ʱÉJÉEò®ú ʶÉÊIÉEòÉ UôÉjÉÉå EòÉä =ºÉ Eäò {ÉÒUäô nùÉä½þ®úÉxÉä Eäò ʱɪÉå Eò½åþMÉÒ* ʶÉÊIÉEòÉ ¤±ÉèE ¤ÉÉäbÇ {É® +IÉ® úʱÉJÉåMÉÒ +Éè® úUôÉjÉÉå EòÉä =ºÉ +IÉ®ú EòÒ {ɽþSÉÉxÉ Eò®úxÉä Eäò ʱɪÉå Eò½åþMÉÒ* ʶÉÊIÉEòÉ =ºÉ +IÉ®ú ºÉä ¶ÉÖ°ü ½þÉäxÉä ´ÉɱÉä ¶É¤nù UôÉjÉÉå EòÉä Eò½þxÉä Eäò ʱɪÉå Eò½åþMÉÒ Ê¡ò®ú ¤±ÉèE ¤ÉÉäbÇ {É®ú ʱÉJÉåMÉÒ +Éè®ú ºÉÉ®äú UôÉjÉÉå EòÉä {ÉÒUäô nùÉä½þ®úÉxÉä Eäò ʱɪÉå Eò½åþMÉÒ*
Period 2 • ʶÉÊIÉEòÉ ¤±ÉèE ¤ÉÉäbÇ {É®ú BEò +IÉ®ú ʱÉJÉåMÉÒ Ê¡ò®ú =ºÉEòÉ =SSÉÉ®úhÉ ´É½þ UôÉjÉÉå EòÉä ʺÉJÉɪÉåMÉÒ*
=nɽ®hÉ: ªÉ½þ ½éþ '®ú'
• +¤É ´É½þ '®ú' ºÉä ¶ÉÖ°ü ½þÉäxÉä ´ÉɱÉä ¶É¤nù ¤ÉiÉɪÉåMÉÒ*
=nɽ®hÉ: '®ú' ºÉä ®úlÉ, ®úºÉ, ®äú±É, +Éè®ú ¤ÉÉäbÇ {É®ú ÊSÉjÉ ¤ÉxÉɪÉåMÉÒ* +ÆiÉ ¨Éå ʶÉÊIÉEòÉ UôÉjÉÉå EòÉä '®ú' ºÉä ¶ÉÖ°ü ½þÉxä Éä ´ÉɱÉä ¶É¤nù ¤ÉiÉÉxÉä Eäò ʱɪÉä =iºÉÉʽþiÉ Eò®åúMÉÒ* ºÉÉ®äú ¶É¤nùÉå EòÉä ¤±ÉèE ¤ÉÉäbÇ {É®ú ʱÉJÉEò®ú ʶÉÊIÉEòÉUôÉjÉÉå EòÉä=ºÉ Eäò {ÉÒUäô nùÉä½þ®úÉxÉä Eäò ʱɪÉå Eò½åþMÉÒ* ʶÉÊIÉEòÉ ¤±ÉèE ¤ÉÉäbÇ {É®ú +IÉ®ú ʱÉJÉåMÉÒ +Éè®ú UôÉjÉÉå EòÉä =ºÉ +IÉ®ú EòÒ {ɽþSÉÉxÉ Eò®úxÉä Eäò ʱɪÉå Eò½åþMÉÒ* ʶÉÊIÉEòÉ =ºÉ +IÉ®ú ºÉä ¶ÉÖ°ü ½þÉäxÉä ´ÉɱÉä ¶É¤nù UôÉjÉÉå EòÉä Eò½þxÉä Eäò ʱɪÉå Eò½åþMÉÒ Ê¡ò®ú ¤±ÉèE ¤ÉÉäbÇ {É®ú ʱÉJÉåMÉÒ +Éè®ú ºÉÉ®äú UôÉjÉÉå EòÉä {ÉÒUäô nùÉä½þ®úÉxÉä Eäò ʱɪÉå Eò½åþMÉÒ* • ʶÉÊIÉEòÉ ¤±ÉèE ¤ÉÉäbÇ {É®ú BEò +IÉ®ú ʱÉJÉåMÉÒ Ê¡ò®ú =ºÉEòÉ =SSÉÉ®úhÉ ´É½þ UôÉjÉÉå EòÉä ʺÉJÉɪÉåMÉÒ* =nɽ®hÉ:ªÉ½þ ½éþ '±É' • +¤É ´É½þ '±É' ºÉä ¶ÉÖ°ü ½þÉäxÉä ´ÉɱÉä ¶É¤nù ¤ÉiÉɪÉåMÉÒ* • • • •
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• • • •
=nɽ®hÉ: '±É' ºÉä ±Éb÷EòÉ, ±ÉÉä¨Éb÷Ò, ±É]Âõ]Úõ, +Éè®ú ¤ÉÉäbÇ {É®ú ÊSÉjÉ ¤ÉxÉɪÉåMÉÒ* +ÆiÉ ¨Éå ʶÉÊIÉEòÉ UôÉjÉÉå EòÉä '±É' ºÉä ¶ÉÖ°ü ½þÉxä Éä ´ÉɱÉä ¶É¤nù ¤ÉiÉÉxÉä Eäò ʱɪÉä =iºÉÉʽþiÉ Eò®åúMÉÒ* ºÉÉ®äú ¶É¤nùÉå EòÉä ¤±ÉèE ¤ÉÉäbÇ {É®ú ʱÉJÉEò®ú ʶÉÊIÉEòÉ UôÉjÉÉå EòÉä =ºÉ Eäò {ÉÒUäô nùÉä½þ®úÉxÉä Eäò ʱɪÉå Eò½åþMÉÒ* ʶÉÊIÉEòÉ ¤±ÉèE ¤ÉÉäbÇ {É®ú +IÉ®ú ʱÉJÉåMÉÒ +Éè®ú UôÉjÉÉå EòÉä=ºÉ+IÉ®úEòÒ{ɽþSÉÉxÉEò®úxÉäEäò ʱɪÉå Eò½åþMÉÒ* ʶÉÊIÉEòÉ =ºÉ +IÉ®ú ºÉä ¶ÉÖ°ü ½þÉäxÉä ´ÉɱÉä ¶É¤nù UôÉjÉÉå EòÉä Eò½þxÉä Eäò ʱɪÉå Eò½åþMÉÒ Ê¡ò®ú ¤±ÉèE ¤ÉÉäbÇ {É®ú ʱÉJÉåMÉÒ +Éè®ú ºÉÉ®äú UôÉjÉÉå EòÉä {ÉÒUäô nùÉä½þ®úÉxÉä Eäò ʱɪÉå Eò½åþMÉÒ*
Subject :Saturday Visit Topic:Church
Fortnight : 14
Learning Outcomes: • Refer to Saturday VisitFortnight1 • Place of worship-Will make the children aware about where the Christian community goes to worship. Teaching Aids: • Church Teaching Methodology: • Refer to Saturday Visit Fortnight1
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Teaching Learning Materials Used In this Fortnight
Fortnight : 14 – Block room – Cella
Fortnight : 14 – Art & Craft – Kite Making
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Subject : GMS Topic: Revision
No. of Periods : 2
Fortnight : 15
• Some difficult activities or the activities that needs more practice can be done during this fortnight.
Subject : FMS Topic: Opening and closing a lock
No. of Periods :1
Fortnight : 15
Learning Outcomes: • Will help in the development of fine motor movements, understanding of clockwise and anticlockwise movement, strengthening of finger and wrist muscles. • Will make them independent and confident. Teaching Aids: 5Locks and keys Teaching Methodology: • The educator will give a demo of opening a lock. • First put the key in the lock and turn the key in clockwise direction and the lock opens. • To close a lock, place the loop of the lock in place then the key has to be turned in anticlockwise direction. • Then she gives 5 closed locks to 5 children and will ask then to open it. • Then the opened locks to other 5 children and ask them to lock it again. Note: 5 children will do this activity at a time. Subject : FMS Topic: Palm tracing
No. of Periods : 1
Fortnight : 15
Learning Outcomes: • Will help in the development of fine motor movements, precision of tracing along your hand, maintaining balance. Teaching Aids:Drawing book & pencil. Teaching Methodology: • First the educator will give a demo using the black board. • She will place her left hand on the black board will trace the outline of her palm, with her right hand without moving her left hand. After tracing, she will lift her palm. • Then she will give their drawing books and will ask them to trace. Some of them may stand and trace it.
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Note: • While they are tracing with their right hand, they should not lift their left hand. • The children who write with left hand will place their right palm and trace it with their left hand. Subject : Circle Time Topic: A talk on Republic Day
No. of Periods : 2
Fortnight : 15
Learning Outcomes: • Will know why and when we celebrate Republic day. Teaching Aids: None Teaching Methodology: • The educator will make the children sit in a circle and revise / questions about Independence Day. • She will then start talking about Republic Day. • “We got freedom on August 15th 1947 and some leaders thought that people should follow and have some rules framed for law and order in the country. • So they made a committee and set few rules that each citizen should follow. • These rules are put in a book called the “constitution”. • This was officially introduced on January 26th, 1950. • The day the constitution was introduced that day is celebrated as Republic Day. • Each citizen should respect and follow all the rules that are in the Constitution. • The educator will take the children to the SeniorSchool and show them the photo of the members who made the constitution. Extended activity: • The educator can talk about Flag, Colours, Spokes in the Chakra etc. Subject : Circle Time No. of Periods : 5 Topic: Names Of the Presidents in a chronological order
Fortnight : 15
Learning Outcomes: • Will make them aware of names and people who had been our Presidents in chronological order. Teaching Aids: • Black Board, Chalk, Soft Board (Write the names and display).
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Teaching Methodology: • The educator will make the children sit in a circle. • She will put a question to them “Who is a President?” • She will listen patiently to all the answers and will explain to them the role of the President, the power a president has during emergency. • We have had 13 Presidents so far and we have Pratibha Patil as our 12th President now. • She will also explain who our 1st President was and who was the first woman President. 1. 2. 3. 4. 5. 6. 7.
Dr. Rajendra Prasad (1st President) Dr.Sarvapalli Radhakrishnan Zakir Hussian V.V.Giri Farkhruddin Ali Ahmed Neelam Sanjiva Reddy Giani Zail Singh
Subject : Rhymes and Songs Topic:v`Rmala (S) / pt.g H) /
8. R.Venkataraman 9. Shankar Dyal Sharma 10. K.R.Narayanan 11. Dr.A.P.J.Abdul Kalam 12. Pratibha Patil (1st Woman President) 13. Pranab Mukherjee
No. of Periods : 6 bunbun(J)
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hiSt hiSt
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Fortnight : 15
p/k
