Lesson Plans

• Session 1
• Session 2
• Session 3
• Session 4
• Session 5
• Session 6
• Session 7
• Session 8
• Session 9
• Session 10
• Session 11
• Session 12
• Session 13
• Session 14
• Session 15
• Session 16
• Session 17
• Session 18
• Session 19
• Session 20
• Session 21
• Session 22
• Session 23
• Session 24
• Session 25
• Session 26
• Session 27
• Session 28
• Session 29
• Session 30
• Session 31

Session 1

Session 2

Session 3

Session 4

Session Plan (120 Min)

Intro Activity 

Greet students and introduce today’s letters: F, G, H, I, J.

Quick warm-up: Ask students if they know any words that start with these letters.

Main Topic/ Activity

Phonics Practice, Teach letter sounds with examples:

F f – Fish, Fox, Football, Fan, Far

G g – Girl, Gift, Grass, Green

H h – Hen, House, Horse, Hand

I i – Ink, Igloo, Ice Cream, India

J j – Jump, Jackfruit, Jam, Joker

Show flashcards and ask students to repeat after you.

Encourage students to find objects around them that start with these letters.

Game Time: "Find the Letter" 

Place flashcards with letters F-J around the room. Call out a word (e.g., “Horse!”) and have students run to the correct letter. The student who reaches first says another word with the same letter. Repeat for all letters to reinforce learning in a building-

Expected Learning Outcome:

Knowledge building-

Recognizing and pronouncing letters F-Expanding vocabulary with new words.

Skill Building

Improved listening and response time. Confidence in identifying letter sounds. Active engagement in learning through play.

Review Questions/Assessment/Tasks 

Ask students to say a word for each letter.

Quick quiz: Point to a letter and have them say the tasks

Follow up Tasks

Encourage students to find and bring pictures or objects related to F-J for the next session. Next session will introduce letters K, L, M, N, O.

Session 5

Session Plan (120 Min)

Intro Activity 

Greet students and introduce today’s letters: K, L, M, N, O, P.

Ask if they know any words starting with these letters.

Main Topic/ Activity

Phonics Practice

Teach letter sounds with examples:

K k – Kite, King, Kit, Kick

L l – Lamp, Lion, Light, Lip

M m – Monkey, Man, Mango, Moon

N n – Nest, Nose, Name, Novel, Night

O o – Orange, Oil, Owl, Old, Open

P p – Pen, Pot, Parrot, Play, Pigeon

Show flashcards and have students repeat the sounds. Encourage students to come up with their own words.

Game Time: "Letter Hopscotch" 

Draw six big circles on the floor, each with a letter (K, L, M, N, O, P).

Call out a word (e.g., "Mango!") and have students hop to the correct letter.

The student who hops first must say another word starting with the same letter.

Repeat for all letters to reinforce building-

Expected Learning Outcome:

Knowledge building-

Recognizing and pronouncing letters K-P.

Expanding vocabulary with newbuilding-

Skill Building-

Improved listening, quick thinking, and pronunciation.

Confidence in identifying letter sounds.

Active participation in learning.

Review Questions/Assessment/Tasks 

Ask students to recall and say one word for each letter.

Point to a letter and have them say the correct sound.

Follow up Tasks

Encourage students to bring objects or pictures related to K-P for the next session.

Next session will focus on letters Q, R, S, T, U, V.W, X, Y,Z

Session 6

Session Plan

1. Intro Activity:

Greeting & Introduction to the Letters (Q to Z)

Greet students and introduce today’s letters: Q, R, S, T, U, V, W, X, Y, Z.

Quick warm-up: Ask students if they know any words that start with these letters.

Example: "Can anyone think of a word that starts with Q?" (Queen, Quick)

Go through a few examples to get them excited about the lesson.

2. Main Topic/Activity:

Phonics Practice:

• Q q – Queen, Quick, Question, Rabbit

• R r – Rainbow, Rain, Rose, Ring

• S s – Sun, Snow, Snake, School

• T t – Tiger, Table, Tree, Ten

• U u – Umbrella, Up, Urban, Unit

• V v – Van, Violin, Vegetable, Vehicle

• W w – Watch, Walk, Window, Watermelon

• X x – Xmas, X-ray, Xylophone

• Y y – Yak, Yoga, Yo-yo, Yellow

• Z z – Zip, Zebra, Zero, Zoo

For each letter:

• Introduce the sound of the letter: Say the letter sounds clearly and repeat several times for the students to hear.

• Show flashcards with corresponding words and pictures: Hold up each flashcard and have the students repeat after you.

• Ask students to make the sound: For example, say “Sss for Snake!” and encourage students to say “Sss” with you.

• Encourage participation: Ask the students if they can think of any other words starting with the same letter.

Activity Example:

• For R, show a flashcard of a Rainbow and say: “R is for Rainbow! Can you say ‘R’ with me? Rrrrr.”

• Then ask them, “What color do you see in the rainbow?” This keeps them thinking and involved.

3. Game Time: “Find the Letter”

• Materials: Flashcards with letters Q to Z placed around the room.

• Instructions:

Call out a word (e.g., “Rose”).

The students must run to the flashcard with the corresponding letter (R).

Once they reach the letter, they must say another word that starts with the same letter (e.g., “Ring” for R).

This can be a race with teams or individuals, and you can add a timer for fun!

Repeat for all letters to reinforce learning.

Extension of the Game:

• To make it more challenging, ask the students to say the letter sound before running to the correct flashcard.

4. Phonics Practice through Movement:

• Jump and Spell Game:

Call out a word (e.g., “Van” for V).

Have the students jump in place and say the letter sound (e.g., “V-v-van!”).

This keeps the energy up and connects learning with physical activity.

5. Vocabulary Practice & Interaction:

• Flashcard Shuffle:

Mix up the flashcards on the floor.

Call out a word (e.g., “Tiger”).

Ask the students to quickly find the flashcard with T and say another word that starts with T (e.g., “Table”).

• Group Discussion:

Ask students to come up with sentences using the new words.

Example: “I see a rainbow.” or “I can play with my yo-yo.”

This encourages sentence formation and helps students understand word usage in context.

Expected Learning Outcomes:

• Knowledge Building:

Recognize and pronounce the letters Q to Z.

Learn new words starting with each letter.

• Skill Building:

Improve listening and response time.

Build confidence in identifying letter sounds.

Engage in active learning through play and movement.

Review Questions/Assessment/Tasks:

• Review Questions:

Ask students to say a word for each letter Q to Z.

Point to a letter and have students say the sound and a word (e.g., “What’s a word for W?”).

• Quick Quiz:

Show a flashcard with a letter and ask the students to come up with a word that starts with it.

Example: Show X, ask “Can you think of a word for X?” (Xylophone, Xmas)

Follow-Up Tasks:

• Encourage students to find and bring pictures or objects related to Q to Z for the next session.

Example: “Can you bring a picture of a Zebra next time?”

• Next session: Prepare for letters A to E in the following session, reinforcing phonics skills.

• Vowels Session

Session 7

Session Plan (90Min)

Intro Activity 

Greet students and introduce the five vowels A, E, I, O, U.

Show flashcards and ask students to repeat the vowel sounds after you.

Main Topic/ Activity

Finger Pyramid Activity 

Students form a pyramid with their fingers, each representing a vowel.

They recite the vowels while holding the pyramid shape, reinforcing pronunciation.

Craft Activity: Vowel Triangles 

Step 1: Each child receives five paper triangles.

Step 2: They paint the triangles in different colors.

Step 3: Once dry, they write one vowel on each triangle.

Step 4: Display the triangles on a bulletin board to create a visual vowel chart.

Vowel Song & Movement 

Teach the vowel song:

"A, E, I, O, U…   A, E, I, O, U…   A, E, I, O, U…     And we are the vowels!"

As they sing, students hold up their painted triangles when their vowel is mentioned.

Game: Freeze and Mock 

Step 1: One child is the leader, playing music.

Step 2: Everyone dances until the leader shouts "Freeze!"

Step 3: The leader checks if anyone is still moving. Those caught moving sit down.

Step 4: The last student standing becomes the new leader.

Expected Learning Outcome:

Knowledge building-

Students recognize vowels and their sounds.

They associate vowels with letters and words.

Improved pronunciation and phonemic awareness.

Strengthened listening, observation, and coordination skills.

Review Questions/Assessment/Tasks 

Ask students to point to their vowel triangles and say the vowel sound aloud.

Quick quiz: Show a flashcard, and students must say the vowel sound correctly 

Follow up Tasks

Introduce simple words using vowels (e.g., cat, pet, sit, top, fun).

Use picture books or word cards to illustrate vowels in real words.

Recap vowels in the next session before moving to consonants.

Session 8

Session Plan (90 Min)

Intro Activity 

•  Greet the students and review the vowels learned in the previous session.

•  Show a letter board with the consonants (S, M, P, T, etc.) and vowels (A, E, I, O, U) to refresh memory.

• Have students say the vowel sounds aloud before moving on to consonant blending.

Main Topic/ Activity

Activity 1: Consonant Sound Introduction

• Present a consonant (e.g., "S") on the letter board.

• Ask students to pronounce the sound of the letter "S" aloud: /s/

• Repeat with other consonants (M, P, T) ensuring clear pronunciation.

Activity 2: Blending Sounds (Consonant + Vowel)

• Step 1: Introduce the concept of blending consonants with vowels.

• Step 2: Display consonants and vowels on the board, one at a time, and have students blend the sounds.

• Example:

• Show "S" and "A" and ask students to blend: "S + A = SA"

• Show "S" and "E" and blend: "S + E = SE"

• Show "S" and "I" and blend: "S + I = SI"

• Continue with "S + O = SO" and "S + U = SU"

• Repeat the activity with different consonants: M + vowels, P + vowels, T + vowels.

Activity 3: Sound Blending Practice with Flashcards

• Use flashcards with simple CVC words to practice blending.

• Example:

• "S + A" makes "SA",

• "P + E" makes "PE",

• "T + I" makes "TI",

• "M + O" makes "MO".

• Have students repeat and pronounce the sounds after you. Use a song or chant to make the activity more fun.

Activity 4: Craft Activity - Letter and Sound Matching

• Step 1: Provide each student with small pieces of paper or foam letters (consonants and vowels).

• Step 2: Ask students to create combinations by pairing consonants with vowels (e.g., S + A, M + E).

• Step 3: Students practice pronouncing the blended sounds and write down their combinations on a piece of paper.

Activity 5: Movement and Sound Blending Game

• Play a game where students move around while a song plays. When the music stops, show a consonant and a vowel combination.

• Students will then shout out the correct sound (e.g., "S + A = SA").

Expected Learning Outcome:

Knowledge building-

•  Students will be able to recognize consonant-vowel blends and pronounce them correctly.

•  They will associate consonants with vowels to create simple words and sounds.

Skill Building-

•  Improved pronunciation and blending skills.

•   Enhanced phonemic awareness.

• Development of listening and coordination skills.

Review Questions/Assessment/Tasks 

• Show a consonant and a vowel combination and ask students to say the blended sound (e.g., "M + A = MA").

•  Quick activity: Present students with flashcards of consonant-vowel combinations and have them pronounce the correct sound.

•  Ask students to write a few simple words using consonant-vowel blends.

Follow up Tasks

• Introduce simple CVC words that use the consonant-vowel blends learned (e.g., "sat," "mat," "pat," "top").

•  Practice reading these words aloud with students.

•  Encourage students to blend new consonants with vowels in future sessions.

Session 9

Session Plan 90 Min

Intro Activity 

∙ Greet students and review vowel sounds from the previous sessions.

. Show a flashcard with the vowels (A, E, I, O, U) and have students repeat the sounds aloud.

∙ Ask the students to quickly recall some consonants (S, M, P, T, etc.) and blend them with vowels (e.g., S + A = SA, P + E = PE).

Main Topic/ Activity

Activity 1: Review of Blending Two Letters (Vowel + Consonant)

• Start by reviewing the blending of a consonant with a vowel (e.g., S + A = SA, S + E = SE).

• Ask the students to say the sound and repeat the combination multiple times.

• Continue with other consonant-vowel combinations like T + O = TO, M + A = MA, etc.

Activity 2: Blending to Form Three-Letter Words (CVC)

Introduce three-letter words (CVC words) that can be created by blending consonants and vowels.

• Show the combination "S + A = SA" and then add a consonant to form the word "S + A + D = SAD."

• Continue with similar examples:

• "C + A + T = CAT"

• "M + A + T = MAT"

• "P + I + G = PIG"

• "T + I + N = TIN"

• "B + I + N = BIN"

• "R + A + T = RAT"

• "F + O + X = FOX"

• "C + U + P = CUP"

Have students repeat these words after you and focus on their pronunciation.

Activity 3: Interactive Word Building Game

• Give each student a set of letter flashcards with consonants and vowels.

• Ask students to build three-letter words by combining consonants and vowels. For example, "C + A + T" for CAT or "T + I + N" for TIN.

• Students will practice blending the sounds and pronouncing the words as they form them.

Activity 4: Creative Word and Drawing Activity

• Provide students with paper and markers.

• Ask them to draw a picture representing one of the words they've just learned (e.g., a cat, a rat, a pig).

• After drawing, students will write the word next to the picture.

• Students can color the pictures as they like while practicing the pronunciation of the word.

Activity 5: Sound Blending and Pronunciation Practice

• Create a "blending station" where students stand in front of a chart with CVC words. They will say each word out loud as they blend the sounds.

• Encourage students to break down each word into its sounds (e.g., "C-A-T" = "Cat") and then pronounce it in one go.

• You can also have students play in pairs, with one student saying a sound and the other adding the next letter or sound to form the word.

Expected Learning Outcome:

Knowledge building-

∙ Students will recognize and correctly pronounce two- and three-letter words formed by blending consonants and vowels.

∙ They will associate consonant, and vowel sounds with letters and words.

Skill Building-

• Improved pronunciation and phonemic awareness.

• Enhanced writing skills as students learn to spell CVC words.

• Development of listening, observation, and coordination skills through blending sounds.

Review Questions/Assessment/Tasks

1.  Show flashcards of consonants and vowels and ask students to blend them to form words (e.g., "M + A + T = MAT").

2. Quick oral quiz: Ask students to say the word that corresponds to a picture (e.g., show a drawing of a "rat" and ask the student to say the word).

3. Ask students to write a word (e.g., "cat," "mat," "bin") and pronounce it aloud.

Follow up Tasks

∙ Introduce simple sentences using the words learned (e.g., "The cat sat on the mat").

∙ In the next session, move on to practicing blending more complex words (e.g., words with blends like "st," "br," etc.)

Session 10

Session Plan 90 Min

Intro Activity 

• Greet the students and quickly review the words learned in Session 9.

• Briefly go over some of the vowel and consonant combinations they’ve already practiced.

• Show flashcards with some consonant blends (e.g., "st," "pl," "br") and ask students to blend them with vowels to make new words (e.g., "st + a + r = star," "pl + a + t + e = plate").

Main Topic/ Activity

Activity 1: Blending Words with Consonant Blends (4-Letter Words)

• Start with blending consonants and vowels into 4-letter words, adding more complexity by using consonant blends.

  • "st + a + r = star"

  • "br + i + ck = brick"

  • "pl + a + t + e = plate"

  • "f + i + sh = fish"

  • "j + u + m + p = jump"

  • "bl + u + e = blue"

• Example words:

• Write these words on the board and have students read them out loud, focusing on blending the sounds.

• Encourage students to break down each word into parts (e.g., for "fish": "f" + "i" + "sh") and then say the full word.

Activity 2: Word Building with Consonant Blends (5-Letter Words

Move to slightly longer words by introducing 5-letter words with blends.

• • Example words:

    • "st + o + p + s = stops"

    • "bl + i + nd = blind"

    • "br + e + ad = bread"

    • "cl + a + mp = clamp"

    • "pl + a + n = plan"
      

Ask students to blend the sounds in these words and practice reading them aloud.

Have students write these words in their notebooks and practice pronunciation.

Activity 3: Writing and Drawing Longer Words

• Give students paper and markers.

• Ask them to choose one of the new words they’ve learned (e.g., “star,” “fish,” “jump”) and draw a picture to represent that word.

• After drawing, students will write the word next to their picture and practice saying the word aloud as they write it.

Activity 4: Group Word-Building Challenge

• Divide the class into small groups and give each group a set of consonant and vowel flashcards, including some consonant blends.

• Set a timer for 10 minutes. During this time, each group will try to create as many 4- and 5-letter words as they can using the cards.

• Once the time is up, each group presents their words to the class and pronounces them correctly.

Activity 5: Word Search or Word Match Game

• Create a word search or word match activity with the words learned in this session (e.g., "star," "jump," "bread").

• Students will work in pairs or small groups to find and match words to pictures or meanings.

Expected Learning Outcome:

Knowledge building-

∙ Students will learn to blend consonants and vowels to form longer words with 4-5 letters.

∙ They will recognize consonant blends and use them to create new words.

Skill Building-

∙ Improved reading and writing fluency.

∙ Strengthened vocabulary as students build more complex words.

∙ Enhanced pronunciation and spelling ability.

Review Questions/Assessment/Tasks 

∙ Show a picture of an object (e.g., a "fish") and ask students to write the corresponding word and pronounce it aloud.

∙ Ask students to form 4- and 5-letter words using a mix of consonants and vowels, then read them aloud.

∙ Review some of the words from the session by showing flashcards and asking students to write and pronounce the word.

Follow up Tasks

∙ Introduce sentences using the new 4- and 5-letter words (e.g., “The fish swims,” “I can jump high”).

∙ Continue practicing word-building with more complex words that include consonant blends like "str," "spl," etc.

∙ In future sessions, use these words in simple reading exercises and stories.

 

Session 11

Session Plan 90 Min

Intro Activity 

∙ Greet students and briefly review what was covered in the previous sessions.

∙ Have a quick discussion: Ask students to name any vowels and consonants they remember.

∙ Show flashcards with random letters (both vowels and consonants) and ask students to say the sounds aloud.

Main Topic/ Activity

Activity 1: Letter and Sound Review 

• Show flashcards with random letters (A, B, C, D, E, etc.) and ask students to say the sound each letter makes.

• You can also randomly flash consonants and vowels to see how quickly students can recall both their sounds and their names.

• Example: Show "S," ask students to say the sound "/s/," then show "A" and ask them to say "/a/."

Activity 2: Vowel Review and Blending

• Review the vowel sounds (A, E, I, O, U) by showing flashcards and having students say the sound.

• Ask students to combine vowels with different consonants, and write them on the board:

• E.g., "S + A = SA," "M + O = MO," "P + I = PI," and so on.

• Have students repeat the words aloud as they form them, then write them down in their notebooks.

• Use some simple word examples to practice blending and reinforce the pronunciation.

Activity 3: Word Building and Spelling Practice 

• Ask students to write down simple words using the letters they've learned so far. Start with easy words like "cat," "dog," "pen," "map," "sun," etc.

• Call on students to come to the board and write the word correctly after hearing the sounds.

• After writing the words on the board, ask the students to sound them out and practice saying them together as a class.

Activity 4: Word Match Game

• Prepare a set of picture cards with simple objects (e.g., a cat, dog, sun, mat, cup) and a matching set of word cards (e.g., "cat," "dog," "sun," "mat," "cup").

• Ask students to match the picture card with the corresponding word card.

• As each pair is matched, ask the student to pronounce the word and spell it out loud.

Activity 5: Group Work Building Challenge 

• Divide the class into small groups. Give each group a set of letters (consonants and vowels).

• Ask them to form as many words as they can within a set time (5-10 minutes).

• Once the time is up, each group will share the words they formed and pronounce them together.

• This will help them practice blending letters, sounding out words, and writing them quickly.

Activity 6: Quick Review Quiz 

• Conduct a short quiz using flashcards or oral questions:

• Show a random flashcard and ask the student to say the letter and its sound.

• Show a flashcard with a simple word and ask the student to pronounce it.

• Ask students to spell simple words from the list (e.g., "cat," "sun").

Expected Learning Outcome:

Knowledge building-

∙ Students will confidently recognize the sounds of consonants and vowels.

∙ They will have a clearer understanding of how to blend consonants and vowels to form words.

∙ Students will demonstrate familiarity with simple words, spelling, and pronunciation.

Skill Building-

• Improved word-building skills through blending consonants and vowels.

• Enhanced pronunciation and spelling abilities.

• Reinforced vocabulary and reading skills through review activities.

Review Questions/Assessment/Tasks 

1. Flashcard Review: Show flashcards with letters and ask students to identify and pronounce the sound of each letter.

2. Word Writing: Ask students to write and spell simple words (e.g., "cat," "dog") and then read them aloud.

3. Picture Match: Show a picture of an object and ask students to write the word (e.g., show a picture of a sun, and they write "sun").

4. Spelling Test: Call out a simple word (e.g., "pen") and ask students to write it down.

Follow up Tasks

• Encourage students to practice reading and writing the words they’ve learned so far at home.

• In the next session, introduce new words with different letter combinations or begin introducing short sentences using these words.

• Continue to review sounds, letters, and word-building in future sessions to reinforce learning.

 

Session 12

Session Plan 90 Min

Intro Activity 

Introduction to the Midline Assessment:

• Greet the students warmly and explain that today’s session is a "midway check-in" to see how much they’ve learned since the baseline assessment.

• Reassure students that this is not a test but a way to celebrate their progress and identify areas they may still need some practice in.

• Let students know they’ll be completing the same tasks as in the baseline (reading, writing, and speaking) but with more focus on what they’ve learned so far.

Main Topic/ Activity

∙ Hand out the midline assessment sheets:

• ∙ Use the same assessment format as the baseline, but this time, make slight adjustments to ensure it reflects the students' progress.

• For example, you could add a few slightly more complex questions or tasks to assess their advancement (e.g., introducing a few more words to spell, slightly more complex sentence structures to write, or more varied questions to answer orally).

Example questions for the midline assessment:

• Write the words ‘cat’, ‘dog’, ‘sun’, and ‘mat’.

• Read the sentence: "I like to play with my cat."

• Answer the question: "What is your favorite food?"

• Draw a picture of an object that starts with the letter ‘B’ (e.g., "ball" or "bird").

• Write the sentence: "I see a dog."

∙ Reading Task:

• ∙ Read each task aloud, just like in the baseline, and allow students time to write or respond.

• For example, ask them to read the word or short sentence aloud, like "I like to play" or "sun."

∙ Writing Task:

• ∙Ask students to write simple sentences or words, encouraging them to apply what they’ve learned about blending sounds and forming words.

• Example: "Write the word ‘mat’" or "Write the sentence ‘I like to play with my dog.’"

• This will show how well they can apply their learned skills in writing.

∙ Speaking Task:

• ∙ Ask students to read the words or short sentences aloud (e.g., “I see a dog.” or “I like ice cream.”).

• They can also answer basic questions orally, just as they did in the baseline, but now with slightly more complexity in the questions.

• Example: “What do you like to do after school?” or “What is your favorite animal?”

∙ Wrap-Up (Review of Tasks):

• ∙ Once students finish, allow them to hand in their sheets.

• Offer encouragement and praise for their efforts throughout the session. Remind them that the goal was to show how much they’ve learned, not to “get everything perfect.

Expected Learning Outcome:

Knowledge building-Skill Building-

Review Questions/Assessment/Tasks 

∙ Reflection on the Midline Assessment:

• ∙ Ask students to reflect on how they felt about the session.

• Example questions:

• “How did you feel when you were reading the words?”

• “Was writing the sentence easier or harder than before?”

• “What did you enjoy the most about today’s activity?”

• Help them identify areas where they felt confident and areas, they found challenging.

∙ Feedback to Students:

• ∙ Give individual feedback based on their progress from the baseline.

• Celebrate their strengths and encourage them by pointing out areas for continued practice.

• Example: “You did a great job writing the word ‘dog’! Next, let’s practice writing words with more letters.”

Follow up Tasks

∙Teacher’s Reflection:

• Review the midline assessment sheets and compare the results with the baseline to see students' progress.

• Identify patterns of improvement or areas where students still need further practice (e.g., specific sounds, blending words, or writing more complex sentences).

∙ Providing Feedback to Students:

• ∙ Offer feedback during the next lesson, praising their growth since the baseline and identifying key areas for further development.

• Use the insights from the midline assessment to plan focused activities for future lessons that target areas where students need more practice.

∙ Next Session Focus:

• ∙ In the next lesson, provide activities and tasks that reinforce the areas identified in the assessment as needing attention (e.g., blending, pronunciation, writing).

• Plan fun and engaging exercises to build confidence and continue learning at the right level for each student.

 

Session 13

Session Plan 90 Min

Intro Activity

Welcome & Set the Mood:

2. 1. Greet the kids with a big smile and get them excited! You could say something like, “Today we’re going to read a fun story and sing silly songs! Are you ready?”

   2. Tell them there’s no rush; it’s all about having fun and enjoying the learning journey
      

Warm-Up Activity:

1. Let’s get moving! Have the kids stand up and do a simple stretch or silly movements. For example:

1. “Let’s stretch like a cat… meow!”

2. “Let’s jump like frogs… ribbit, ribbit!”

2. This will help them shake off any extra energy and get ready for the story and songs.

Main Topic/ Activity

Story Reading

• Read the Story Together:

• Choose a short, simple storybook with colorful pictures (like "The Very Hungry Caterpillar" or "Brown Bear, Brown Bear, What Do You See?").

• Read aloud to the kids, showing them the pictures as you go.

• Ask a couple of simple questions to engage them:

• "What color is the bear?"

• "What food did the caterpillar eat?"

• Encourage them to point at the pictures while you read, connecting the words with images.

2. Action Song Fun 

Song 1: "If You’re Happy and You Know It"

• • Sing the song together and have the kids do the actions as you sing:

    • Clap hands

    • Stomp feet

    • Shout “Hooray!”

  • Let the kids suggest new actions, like jumping or spinning
    

Song 2: "Head, Shoulders, Knees, and Toes"

• Sing the song and have the kids touch the body parts as you sing.

• Start slowly, then speed up to make it more funExpected Learning Outcome:

Knowledge building-

∙ Students will develop their listening skills and vocabulary by hearing and acting out the story.

∙ They will improve their reading comprehension through interactive questions and acting.

Skill Building-

• Listening and speaking skills will be enhanced as they sing and participate in the story.

• Students will use their bodies to connect with language, strengthening both their motor and cognitive skills.

Confidence Building:

• As students engage in singing and acting, they will feel more confident using English in fun, low-pressure activities.

• Performing in front of peers in a fun and positive way will help them build self-esteem.

Review Questions/Assessment/Tasks - Follow up Tasks

Story Review for Next Time:

2. 1. In the next lesson, we’ll revisit the story. Encourage the kids to talk about their favorite parts, or even try drawing what happened in the story
      

Action Songs in Future Lessons:

1. We’ll keep using action songs in future lessons, maybe with different lyrics or new songs, to continue making learning fun and physical.

 

Session 14

Session Plan 90 Min

Intro Activity 

Welcome & Introduction:

2. 1. Greet the students with excitement and explain that today is all about colors!

   2. Show them a few colorful flashcards, and say, “Look at these colors! Today, we’re going to learn about them and even use them to make our own art!
      

Color Flashcards Review:

1. Show flashcards with different colors and their corresponding objects (e.g., a red apple, a blue ocean, a yellow sun).

2. Pronounce each color slowly and clearly, and have the students repeat after you.

3. Encourage them to say the color and the object it is associated with (e.g., “Green like grass!” “Yellow like the sun!”).

Main Topic/ Activity

Color Introduction and Pronunciation Practice (15-20 Minutes):

• Introduce 6-8 colors to the students (green, blue, yellow, red, black, white, pink, orange).

• As you show the color, ask the children to repeat the color's name after you.

• Practice the correct pronunciation of each color. For example:

• Green – "Say green. Green like the grass!"

• Blue – "Say blue. Blue like the sky!"

• Yellow – "Say yellow. Yellow like the sun!"

• Black – "Say black. Black like the night!"

• White – "Say white. White like snow!"

• Encourage them to say the color loudly and proudly after you.

2. Color Writing and Drawing (25-30 Minutes):

• Activity Setup:

• Hand out A4 sheets of paper and crayons/markers to each student.

• Tell them, "Now, let's have some fun! Write your favorite color on your paper and then color a picture using that color!"

• For example, they could write green and then color a tree or a leaf. They could write yellow and color the sun.

• As they are drawing, walk around and encourage them to say the color they are using (e.g., “I am using yellow!” or “This is red!”).

3. Color Sharing and Speaking Practice (15-20 Minutes):

• After everyone has finished their drawings, invite the children to share their artwork with the class.

• As they share, ask them to name the colors they used:

• “What color did you use for the sky?”

• “Can you say what color the flower is?”

• This practice will help reinforce color recognition and pronunciation.

Wrap-Up Activity (10-15 Minutes):

Cool-Down Reflection:

• Sit in a circle and ask the children what their favorite color is and why.

• “What color do you like the most?”

• “Can you tell us something that is that color?”

• For example, if someone says “red,” they might say “red like an apple.”

Goodbye Color Song (5-10 Minutes):

• Sing a simple goodbye song incorporating the colors they’ve learned. For example:

• “Red, yellow, green, and blue, Colors all around for you! Black, white, pink, and orange too, We love colors, how about you?”

• This will help them wrap up the session with fun and a little recap of the colors.

Expected Learning Outcome:

Knowledge building-

∙ Students will recognize and name different colors.

∙ They will learn to pronounce and spell color names.

Skill Building-

• Enhanced fine motor skills through coloring and drawing.

• Increased speaking and listening skills as they share their artwork.

Confidence Building:

• Students will gain confidence in expressing themselves by naming and using colors.

• The relaxed and fun atmosphere will help the kids feel comfortable with their language skills and creativity.

Review Questions/Assessment/Tasks - Follow up Tasks

Art and Colors:

• Encourage the children to continue drawing at home using their favorite colors and perhaps bring in pictures to share during the next class.

 

Session 15

Session Plan 90 Min

Intro Activity

• Welcome & Introduction to the Rainbow:

1. Greet the students with excitement! Say something like, “Today, we’re going to explore all the colors of the rainbow! Who knows what colors are in the rainbow?”

2. Introduce the rainbow and show a colorful picture or use flashcards to explain that there are seven colors in the rainbow.

Introduce Rainbow Colors

1. Go over the seven rainbow colors one by one:

1. Red (like an apple),

2. Orange (like an orange),

3. Yellow (like the sun),

4. Green (like grass),

5. Blue (like the sky),

6. Indigo (a dark blue color),

7. Violet (like a purple flower).

2. Say the names slowly and clearly, and have the kids repeat after you.

3. Teach them the acronym VIBGYOR (Violet, Indigo, Blue, Green, Yellow, Orange, Red) to help them remember the order of colors in the rainbow.

Main Topic/ Activity - Rainbow Drawing Activity 

Activity Setup:

• • Hand out A4 sheets and crayons/markers.

  • Ask the children to draw a rainbow on their paper. You can guide them to draw seven curved lines to represent the rainbow, each one a different color (in the correct VIBGYOR order).

  • Encourage them to color each section with the correct color while saying the color aloud (e.g., "Red! Orange! Yellow!").

  • Walk around and help them with color names if needed
    

Fun Tip: As the kids are drawing, tell them to think about things they know that are the colors of the rainbow (e.g., “What is something red? An apple! What is something yellow? A banana!”). This will connect colors to real-world objects.

2. Stand-Up, Sit-Down Game 

Game Setup:

• • After everyone has finished drawing their rainbow, let’s get moving! Start by explaining the game to the kids:

• “When I say ‘Stand up,’ you’ll stand up and stretch like you’re reaching for the rainbow. When I say ‘Sit down,’ you’ll sit down and relax, imagining you’re looking at the rainbow. Let’s play together!”

Game Play:

• Play the game by saying “Stand up!” or “Sit down!” at random intervals.

• Make sure to mix it up, and even let the kids say “Stand up” or “Sit down” to keep them involved.

• This will refresh their minds, get them energized, and add a fun physical activity to the session.

Wrap-Up Activity 

1. Rainbow Song - Teach the kids a simple song about the rainbow to end the session on a fun note. For example:

 Rainbow Song
“Red and orange, yellow too,
Green and blue, indigo too!
Violet, violet, colors bright,
The rainbow’s here, what a sight!”

As they sing, they can hold up the colors they have drawn on their rainbow pictures. This will help reinforce the colors.

2. Review & Reflection - Sit with the kids in a circle and ask them:

• “What is your favorite rainbow color?”

• “Can anyone tell me the order of the colors in the rainbow?” (Encourage them to say VIBGYOR aloud.)

Expected Learning Outcome: - Knowledge building-

∙ Students will recognize and name the seven colors of the rainbow.

∙ They will understand the order of the rainbow through the VIBGYOR acronym.

Skill Building-

• Enhanced fine motor skills through drawing and coloring the rainbow.

• Improved speaking and listening skills as they practice color names and order.

Confidence Building:

• By engaging in the physical movement game and singing a song, students will gain confidence in speaking and using colors.

• Students will feel proud of their artwork and share their drawings with the class.

Review Questions/Assessment/Tasks 

Follow up Tasks

∙ Coloring the Rainbow at Home:

• Encourage the children to continue practicing drawing and coloring rainbows at home using the colors they learned.

• They can draw rainbows in their notebooks and use different objects at home to match colors (e.g., a red apple, a green plant).

Rainbow Hunt:

• In the next session, plan a “Rainbow Hunt” where students can find objects around the room or outside that match the rainbow colors they’ve learned.

 

Session 16

Session Plan 90 Min

Intro Activity 

Introduction to Children’s Day 

• Greet the kids with excitement and start the session by asking, “Do you know why we celebrate Children’s Day?”

• Briefly explain:

• Children’s Day is a special day to celebrate children, their happiness, and their importance.

• We celebrate Children’s Day on November 14th, because it’s the birthday of Jawaharlal Nehru, India’s first Prime Minister, who loved children very much and believed in their well-being.

2. Who Was Jawaharlal Nehru? 

• Show pictures of Jawaharlal Nehru and share some simple facts about him:

• “Jawaharlal Nehru always thought about children. He was a leader who loved seeing children smile and grow happily. That’s why his birthday is now celebrated as Children’s Day.”

• You can also mention how Nehru was often seen wearing a white cap, which became a symbol of his love for children.

Main Topic/ Activity

Making Jawaharlal Nehru’s Cap 

Why the cap?

• Explain to the children: “Jawaharlal Nehru wore a special white cap. Let’s make our own Nehru caps to remember him!”

How to Make the Cap:

1. Step 1: Give each child an A4 sheet of paper.

2. Step 2: Help them fold the paper to make a cone (cap shape).

3. Step 3: Allow the kids to decorate the cap with crayons, markers, or stickers.

4. Step 4: Once the caps are ready, the kids can wear them and feel connected to the theme of Children’s Day. (You can take a group photo of the kids in their caps!)

2. Crafting the Rose Flower for Nehru’s Pocket 

Why a Rose?

• Explain that Jawaharlal Nehru always kept a rose in his pocket. The rose represented his love for children. Today, we’ll make a rose to remember him

How to Make the Rose:

1. Step 1: Give the children a piece of colored tissue paper (red or pink).

2. Step 2: Guide them to fold the paper in an accordion fashion and then roll it to form the flower petals.

3. Step 3: Add a green stem (either using green paper or a stick).

4. Step 4: Once the rose is ready, let them place it on their cap or keep it as a keepsake.

Interactive Activity - Children’s Day Song 

1. "Children’s Day" Song

• Teach the children a simple song for Children’s Day. Here’s an example:

 Children's Day Song
“We are the children, happy and bright,
Celebrating today, with all our might!
Children’s Day, a day for me,
To smile and be happy, just wait and see!”

• You can create simple hand gestures or dance moves to go along with the song to keep the kids engaged!

Wrap-Up and Reflection 

1. Discuss Children’s Day 

• Ask the children:

• “Why do you think Children’s Day is special for you?”

• “What did you like the most about today’s activities?”

• “What would you like to do for other children around you?”

• This encourages children to reflect on the meaning of the day and how it makes them feel special.

2. Relaxing and Recalling the Day 

• End with a short reflection where kids can share their thoughts. You can ask them to look at their rose or cap and say something they liked about the activity. It could be simple like, “I liked making the cap!” or “I learned about Nehru!

Expected Learning Outcome:

Knowledge building-

•  Students will understand the significance of Children’s Day and its connection to Jawaharlal Nehru.

•  They will learn about Nehru's love for children and his efforts to make them happy.

Skill Building-

• Crafting skills through making the cap and rose.

• Fine motor skills enhanced by drawing and coloring.

Confidence Building:

• Increased self-esteem and confidence from creating something special for Children’s Day.

• Encouraged creativity through storytelling, singing, and art.

Session 17

Session Plan 90 Min

Intro Activity 

Start by asking: "What is your favorite fruit?" Let students share.

Show flashcards or real fruits and ask students to name them.

Discuss the color, shape, and taste of each fruit. Example:

Apple – Red, round, sweet

Banana – Yellow, long, soft

Orange – Orange, juicy, sour-sweet

Main Topic/ Activity

A. Fruit Identification Game (15 Minutes)

How to Play:

1. Show a fruit (real or flashcard).
2. 2. Ask students to say its name.
3. 3. Discuss its color and taste
4. 4. Ask: "Where does this fruit grow?" (Tree, plant, vine, etc.
5. 5. Let students repeat the name together.

B. My Favorite Fruit Activity (15 Minutes)

Instructions:

1. Each student shares their favorite fruit and explains why they like it.
2. 2. Example sentences:
3. "I like mangoes because they are sweet."
4. "I love oranges because they are juicy."

Encourage students to speak in full sentences.

 Fruit Song & Dance (15 Minutes)

Teach a simple fruit song with actions. Example:

Song: (Tune: "Twinkle, Twinkle")

"Apple, banana, mango too,

Orange, grapes, and berries are blue!

Fruits are yummy, fruits are sweet,

They are so good for us to eat!"

Activity:

Students hold up flashcards or real fruits when they hear the name. Dance or clap along with the rhythm.  Fruit Drawing & Healthy Eating Talk (15 Minutes)

Steps:

1. Each student chooses some fruit to draw and color.
2.  Write the fruit’s name below the drawing.
3.  Discuss why fruits are important for our health:

Fruits give us energy. They make us strong and healthy. They are better than junk food Encouraging Daily Fruit Habit:

Ask: "Who ate some fruit today?" Challenge: "Eat some fruit daily and tell us about it in the next class.

Expected Learning Outcome:

Knowledge building-

Ability to identify and name different fruits.

Understanding the characteristics of fruits.

Learning why fruits are important for health.

Skill Building-

Improved pronunciation and vocabulary.

Confidence in speaking simple sentences.

Review Questions/Assessment/Tasks 

Show a fruit flashcard and ask: "What is this?"

Ask students to describe a fruit using one sentence.

Have a few students sing the fruit song aloud.

Follow up Tasks

Homework: Ask students to eat some fruit at home and share their experience in the next class.

Continue practicing fruit names in future sessions.

Introduce vegetables in the next lesson for comparison.

 

Session 18

Session Plan 90 Min

Intro Activity - Introduction (15 Minutes)

Start by asking: "What vegetables do you eat at home?" Let students share.

Show flashcards or real vegetables and ask students to name them.

Discuss the color, shape, and taste of each vegetable. Example:

Carrot – Orange, long, crunchy, sweet

Potato – Brown, round, soft when cooked

Tomato – Red, round, juicy, a little sour

Main Topic/ Activity

A. Vegetable Identification Game (15 Minutes)

How to Play:

1. Show a vegetable (real or flashcard).
2. Ask students to say its name.
3.  Discuss its color, shape, and taste.
4. Ask: "Where does this vegetable grow?" (Underground, on plants, or on trees)
5.  Let students repeat the name together

B. My Favorite Vegetable Activity (15 Minutes)

Instructions:

1. Each student shares their favorite vegetable and explains why they like it.
2. Example sentences:

"I like carrots because they are sweet and crunchy."

"I love potatoes because we can make fries."

3. Encourage students to speak in full sentences.

C. Vegetable Song & Dance (15 Minutes)

Teach a simple vegetable song with actions. Example:

Song: (Tune: "Twinkle, Twinkle")

"Tomato, carrot, beans, and peas,

Vegetables are good for me!

Potatoes, onions, and cucumbers,

Eat them daily to be stronger!"

Activity:

Students hold up flashcards or real vegetables when they hear the name.

Dance or clap along with the rhythm.

D. Vegetable Drawing & Healthy Eating Talk (15 Minutes)

Steps:

1. Each student chooses a vegetable to draw and color.
2. Write the vegetable’s name below the drawing.
3.  Discuss why vegetables are important for our health:

Vegetables give us vitamins. They keep us strong and healthy. They are better than junk food.

Encouraging Daily Vegetable Habit:

Ask: "Who ate a vegetable today?" Challenge: "Eat a vegetable daily and tell us about it in the next class!"

Expected Learning Outcome:

Knowledge building-

Ability to identify and name different vegetables. Understanding the characteristics of vegetables. Learning why vegetables are important for health.

Skill Building-

Improved pronunciation and vocabulary.

Confidence in speaking simple sentences.

Review Questions/Assessment/Tasks 

Show a vegetable flashcard and ask: "What is this?"

Ask students to describe a vegetable using one sentence.

Have a few students sing the vegetable song aloud

Follow up Tasks

Homework: Ask students to eat a vegetable at home and share their experience in the next class.Continue practicing vegetable names in future sessions. Introduce food groups in the next lesson for comparison.

 

Session 19

Session Plan 90 Min

Intro Activity 

Start by asking: "What do you do in the morning when you wake up?"

Write their answers on the board and introduce the concept of a daily routine.

Show flashcards with pictures of different daily activities and say the phrases aloud:

"I woke up at 7:00 AM."

"I brush my teeth."

"I eat breakfast."

Main Topic/ Activity

A. Picture Drawing Activity (20 Minutes), Each child will draw pictures of their daily routine.

Examples:

Waking up, brushing teeth, going to school, Doing homework

After drawing, they will label their pictures with simple English words.

B. Placard-Making Activity (20 Minutes)

Steps:

1. Give each child a placard (small chart paper).
2.  They will draw and arrange their routine in order (Morning → School → Evening → Night).
3.  Help them write simple phrases like:

"I woke up.", "I ate lunch.", "I do my homework."

4. They will present their placards to the class.

C. Daily Routine Action Game (20 Minutes)

How to Play:

1. The teacher says an action (e.g., "Wake up!"), and the students act it out.
2.  Continue with actions like:      - "Brush your teeth!" (Pretend to brush teeth), "Eat breakfast!" (Pretend to eat),"Go to school!" (Pretend to walk)

3. This makes learning fun and interactive.

Expected Learning Outcome:

Knowledge building-

Learn daily routine words and phrases in English.

Understand how routines help organize the day.

Skill Building-

Improve speaking skills by describing their routine.

Enhance creativity through drawing and placard-making

Review Questions/Assessment/Tasks 

Ask students to say one morning, afternoon, and evening activity.

Show a routine flashcard and ask: "What is this person doing?"

Let students act out a routine activity, and others will guess.

Follow up Tasks

Homework: Ask students to talk about their routine with family in English.

Continue practicing routine words in future sessions.

Encourage students to follow a healthy daily routine.

 

Session 20

Session Plan 90 Min

Intro Activity 

1. Introduction (15 Minutes)

Begin with a question to engage students: “What do you do every day to stay healthy?”

Write their answers on the board and introduce the idea of good habits.

Explain: Good habits are actions we do every day to stay healthy and happy (e.g., brushing teeth, eating fruits, washing hands).

Show flashcards with different good habits and ask students to identify them.

Main Topic/ Activity

2. Storytelling Activity – "Tommy’s Good Habits" (20 Minutes)

Tell a simple story about Tommy, a boy who learns to develop good habits:

Tommy wakes up early and brushes his teeth.

He eats fruits for breakfast.

He washes his hands before eating.

He cleans up after playing.

After the story, ask:

"What good habits did Tommy follow?"

"Why are these habits important?"

Let students share if they also follow any of these habits.

3. Habit Practice – Acting Game (20 Minutes)

Show pictures of different good habits (brushing teeth, eating fruits, washing hands).

Ask students:

"Which of these habits do you do every day?"

"Can you show us how to do it?" Students will act out different habits while the class guesses which habit it is.

4. Habit Chart Activity (20 Minutes)

Give each student a simple habit chart with pictures of good habits.

Steps:

1. Students color the habits they already practice.
2.  Ask them to choose one new habit they will start tomorrow.
3.  They will mark this habit on the chart and share with the class.

Encourage them to take the chart home and check off habits daily.

5. Wrap-Up Discussion (15 Minutes)

Ask: "What is one good habit you will practice tomorrow?"

Encourage them to share their chosen habit with the class.

Remind them: "Good habits make us strong, healthy, and happy!"

Expected Learning Outcome:

Knowledge building-

Students will understand why good habits matter.

They will learn examples of good daily habits.

Skill Building-

Develop a sense of responsibility for daily habits.

Improve verbal skills by discussing their habits.

Enhance creativity through the habit chart activity.

Review Questions/Assessment/Tasks 

Ask: "Can you name three good habits?"

Show a habit flashcard and ask: "What is this person doing?"

Let students act out a habit while others guess.

Follow up Tasks

Encourage students to complete their habit chart at home.

Ask parents to remind children about their chosen habit.

Continue reinforcing good habits in future sessions through reminders and activities.

 

Session 21

Session Plan 90 Min

Intro Activity 

1. Introduction Activity (20 Min) – Storytime: "The Habit Monster"

Narrate a simple story about a character who struggles with bad habits.

Ask students questions:

What bad habits did the character have?

Have you seen anyone with these habits?

Main Topic/ Activity

Activity 1: Bad Habits Brainstorm (20 Min)

Ask children to share common bad habits they know (e.g., not listening, eating too much candy).

Write these habits on chart paper and discuss their effects.

Activity 2: Good Habit Swap (20 Min)

Show flashcards or pictures of bad habits.

Ask students to suggest a good habit to replace each bad one.

Activity 3: Role Play – "Habit Busters" (20 Min)

Students act out real-life situations where they replace a bad habit with a good one.

Encourage active participation and problem-solving.

Activity 4: Habit Chart Creation (20 Min)

Each student will create a simple habit chart:

Bad Habit I Want to Change

Good Habit to Replace It

Expected Learning Outcome:

Knowledge building-

Students will understand what bad habits are and how they affect daily life.

They will learn ways to replace bad habits with good ones.

Skill Building-

Improved decision-making skills.

Development of self-awareness and responsibility.

Review Questions/Assessment/Tasks 

Can you name a bad habit and a good habit to replace it?

Why is it important to change bad habits?

What habit will you work on this week?

Follow up Tasks

Students will track their progress at home with parental guidance.

Parental Involvement:

Parents will be encouraged to support their child in practicing good habits.

Classroom Reinforcement:

In the next session, students will share their experiences in changing a habit.

 

Session 22

Session Plan 90 Min

Intro Activity 

1. Introduction Activity (20 Min) – Storytime Magic

Read an engaging, age-appropriate story with expressive narration.

Show illustrations and ask questions to engage curiosity.

Example questions:

What do you think will happen next?

Who is your favorite character? Why?

Main Topic/ Activity

Activity 1: Sing-Along Time (20 Min)

Introduce fun, repetitive children's songs like:

Twinkle Twinkle Little Star

The Wheels on the Bus

Encourage children to sing along and mimic actions.

Activity 2: Story and Song Fusion (20 Min)

Pick a song related to the story’s theme. Example:

If the story is about animals, sing Old MacDonald Had a Farm.

Discuss how the song connects with the story.

Activity 3: Creative Role Play (20 Min)

Let children act out parts of the story.

Assign simple roles and use props or handmade masks.

Integrate songs into the role play (e.g., pretending to be a bus driver while singing The Wheels on the Bus).

Activity 4: Musical Instruments Fun (20 Min)

Hand out simple musical instruments.

Let children play along while singing songs.

Encourage them to experiment with beats and building-

Expected Learning Outcome:

Knowledge building-

Improved vocabulary and comprehension.

Understanding rhythm and melody through songs.

Skill Building

Enhanced listening and participation skills.

Boosted confidence in self-expression and social interaction.

Review Questions/Assessment/Tasks 

What was the story about?

Can you sing a song we learned today?

What was your favorite part of today’s session?

Follow up Tasks

Ask children to sing a song they learned today at home.

Parents can read a bedtime story to reinforce the habit.

Classroom Reinforcement:

Next session, let children recall the story and sing a song together.

 

Session 23

Session Plan 90 Min

Intro Activity 

1. Introduction Activity (15 minutes)

Game: "Touch and Say"

The teacher says a body part, and children touch it on their own body.

Example: "Touch your nose!" "Touch your knees!"

Encourages quick response and active participation.

Main Topic/ Activity

Activity 1: Body Parts Song and Dance (15 minutes)

Sing "Head, Shoulders, Knees, and Toes" with actions.

Repeat with increasing speed for fun.

Activity 2: Mirror Play (15 minutes)

Give children small mirrors.

Ask them to point at their eyes, ears, nose, mouth, and other features while saying their names.

Activity 3: Body Chart Creation (30 minutes)

Draw a big human figure on chart paper.

Ask students to help label different parts (e.g., head, shoulders, legs).

Call on volunteers to stick labels on the correct part.

List of Body Parts Covered:

1. Head
2.  Eyes
3.  Ear
4.  Nose
5. Mouth
6. Neck
7. Shoulders
8.  Arms
9.  Hands
10. Fingers
11. Chest
12. Stomach
13. Legs
14. Knees
15. Feet

Activity 4: Body Parts Puzzle (15 minutes)

Provide a puzzle with detachable human body pieces.

Let children assemble and name each part while fitting it in place.

Activity 5: Art Activity (15 minutes)

Give each child an outline of a human body.

Let them color and label major body parts.

Expected Learning Outcome:

Knowledge building-

Students will confidently identify and name major body parts.

They will understand basic functions (e.g., "We use hands to hold things").

Skill Building-

Improved coordination and memory through interactive activities.

Enhanced ability to follow instructions and recognize patterns

Review Questions/Assessment/Tasks 

Point to a body part and ask, “What is this?”

Ask, “What do we use our hands for?” or “What helps us walk?”

Let students show their body part artwork and say the names aloud.

Follow up Tasks

Encourage children to teach body parts to their parents or siblings.

Assign a drawing task: “Draw a person and label five body parts.”

 

Session 24

Session Plan 90 Min

Intro Activity 

1. Introduction Activity (15 minutes)

Discussion & Question Time:

Ask, “What day is today?” and “Can anyone name a month of the year?”

Explain that there are 7 days in a week and 12 months in a year.

Highlight that each day and month is special for different reasons (e.g., birthdays, holidays).

Main Topic/ Activity

2. Main Activities (60 minutes)

Activity 1: Learning the Days of the Week (15 minutes)

Sing a fun "Days of the Week" song (e.g., Seven Days a Week).

Write the days on the board:

Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday.

Encourage children to repeat after you while clapping or using hand motions.

Activity 2: Learning the Months of the Year (15 minutes)

Sing a "12 Months of the Year" song and ask children to sing along.

Write the months on the board:

January, February, March, April, May, June, July, August, September, October, November, December.

Ask children: “Which month is your birthday in?” and have them share with the class.

Activity 3: Days of the Week Puzzle (10 minutes)

Prepare cards with the days of the week and mix them up.

Ask children to arrange them in the correct order.

Encourage children to say the days aloud as they place the cards.

Activity 4: My Birthday Month Game (10 minutes)

Place months of the year on the floor in a circle.

Each child runs to their birth month.

The first child to reach their month picks a task from a box.

Example tasks:

“Hop like a bunny for 10 seconds!”

“Dance like a robot!”

“Say your favorite food!”

“Make a funny face for 5 seconds!”

Activity 5: Days of the Week Movement Game (10 minutes)

Place day cards in different parts of the room.

Call out a random day, and children must run to the correct card.

Once they reach the card, ask them:

“What do you do on this day?” (e.g., “On Monday, I go to school!”).

Expected Learning Outcome:

Knowledge building-

Children will recognize and name the days of the week and months of the year.

They will be able to say the days and months in order.

Skill Building-

Improved memory and sequencing skills through songs and activities.

Strengthened social interaction and confidence in class discussions.

Review Questions/Assessment/Tasks 

Ask, “What comes after Tuesday?” or “Which month comes before August?”

Have students stand up when they hear their birth month.

Let children sing the Days & Months songs one more time to reinforce learning.

Follow up Tasks

 

Session 25

Session Plan 90 Min

Intro Activity

1. Introduction Activity (15 minutes)

Discussion:

Ask children: “What does it mean to be kind?” and “How does kindness make others feel?”

Show flashcards with kind actions (e.g., sharing, helping, saying “please” and “thank you”).Ask children to describe what is happening in each flashcard and why it’s an example of kindness.

Main Topic/ Activity

Activity 1: "Pass the Smile" (15 minutes)

Objective: Reinforce positive behavior through fun interaction.

How to play:

Children sit in a circle and pass a soft toy or ball while music plays.

When the music stops, the child holding the toy must say one kind action they can do (e.g., “I will share my toy” or “I will help my friend”).

The child receives a sticker for their answer.

Continue playing until every child has had a turn.

Activity 2: "Good Behavior Bingo" (15 minutes)

Objective: Reinforce good behavior through a fun game.

Provide children with Bingo cards with kind actions written (e.g., “Say please,” “Help a friend,” “Give a compliment”).

Call out kind actions one by one.

If a child has that action on their card, they mark the square.

The first child to complete a row or column shouts “Bingo!” and wins a small reward.

Activity 3: "My Kindness Tree" (20 minutes)

Objective: Encourage reflection on kind actions children can do.

Give each child a sheet of paper and crayons.

Ask them to draw a tree and write/draw one kind thing they can do on each branch (e.g., “I can help my friend,” “I can share my toys”).

Let children share their drawings with the group.

Expected Learning Outcome:

Knowledge building-

Children will recognize and understand what kindness is.

They will identify different ways to show kindness to friends, family, and teachers.

Skill Building-

Improved social skills through sharing and teamwork.

Enhanced communication skills by expressing kind actions.

Strengthened empathy and respect towards others.

Review Questions/Assessment/Tasks 

Ask: “What kind action will you do today?”

Have children demonstrate one kind act (e.g., saying "thank you" or offering a high-five to a friend).

Encourage peer appreciation by letting children complement each other.

Follow up Tasks

Ask children to perform one act of kindness at home and share it in the next session.

Create a Kindness Chart in class, where children add their kind actions throughout the week.

 

Session 26

Session Plan 90 Min

Intro Activity 

1. Introduction (15 minutes)

Discussion:

Ask:

“Do you have a favorite animal or bird? What is it?”

“Have you ever seen an elephant or a colorful parrot? Where did you see it?”

Share a fun fact:

“Did you know some birds can fly really high, like eagles, but others, like penguins, can’t fly at all?”

Explain that today’s session is about animals and birds and how special they are.

Main Topic/ Activity

Activity 1: Animal Sounds Game (15 minutes)

Objective: Identify animals through their sounds.

Imitate different animal sounds and ask children to guess:

“What animal makes this sound: Moo!” (Cow)

“What about this one: Woof, woof!” (Dog)

Once they guess correctly, show the animal’s picture and share a quick fact:

“Dogs are loyal friends.”

“Cows give us milk.”

Activity 2: Matching Game (20 minutes)

Objective: Match animal and bird pictures with their names.

Lay out cards with pictures of animals and birds on one side and their names on the other.

Ask children to match them:

“This is a crow. Can you find its name?”

Help if needed and repeat the names together.

Activity 3: Animal Walks and Bird Movements (15 minutes)

Objective: Learn through movement.

Encourage children to act like animals and birds:

“Let’s all walk like an elephant—stomp, stomp, stomp!”

“Now, hop like a bunny—boing, boing, boing!”

“Can you flap like a bird and pretend to fly?”

“Let’s move like a snake—ssslither!”

3. List of Animals and Birds Covered in the Session

Animals:

1. Tiger
2. Elephant
3. Dog
4.  Cat
5. Cow
6. Lion
7. Rabbit
8. Monkey
9. Snake
10. Bear

Birds:

1. Parrot
2. Crow
3. Pigeon
4. Peacock
5.  Eagle
6. Sparrow
7. Duck
8. Owl
9. Penguin
10. Hen

Expected Learning Outcome:

Knowledge building-

Children will recognize and name common animals and birds.

They will remember fun facts and unique features about them.

Skill Building-

Improved listening skills through sound identification.

Enhanced memory and observation through matching games.

Strengthened motor skills through movement activities.

Review Questions/Assessment/Tasks 

Ask:

“What is your favorite animal? What sound does it make?”

“Which bird can talk like humans?” (Parrot)

“Which bird cannot fly?” (Penguin)

Let children act out their favorite animal or bird and have others guess.

Follow up Tasks

Ask children to observe and draw an animal or bird they see at home or outside.

Encourage them to practice animal sounds with family members.

Share one new animal or bird fact in the next session.

Session 27

Session Plan 90 Min

Intro Activity 

1. Introduction (15 minutes)

Discussion:

Ask:

"Can you tell me something you do every day?" (e.g., eating, running, jumping)

"What do you do when you are happy? What about when you are tired?"

Explain: Action verbs are words that tell us what we do! (e.g., jump, run, clap, eat, dance).

Show flashcards with pictures of different actions and say the words together.

Main Topic/ Activity

Activity 1: Action Verb Movement (15 minutes)

Objective: Learn action verbs through physical activity.

Call out action verbs one by one and ask children to act them out (e.g., "Jump!", "Run!", "Clap!").

Take turns acting out verbs while others guess the action.

Use flashcards and ask:

"What action is this?"

"Can you show me how to do it?"

Activity 2: Story Time with Action Verbs (15 minutes)

Objective: Reinforce action verbs through a fun story.

Read a short story with action words (e.g., "Tommy runs to school. Tommy jumps in the park. Tommy eats his lunch.").

Ask children to act out the actions while listening.

Stop and ask:

"What did Tommy do?"

"Can you show me how Tommy runs?"

Activity 3: Action Verb Song (15 minutes)

Objective: Learn action verbs through music and movement.

Teach a song with action words (e.g., "If You're Happy and You Know It" or "Walking, Walking").

Encourage children to sing and do the actions (e.g., "Clap your hands! Stomp your feet!").

Activity 4: Drawing Action Verbs (15 minutes)

Objective: Encourage creativity through action words.

Give children paper and crayons.

Ask them to draw themselves doing an action (e.g., running, dancing, playing).

Have them share their drawings and say:

"I am running!"

"I am jumping!"

3. List of Common Action Words

1. Jump
2. Run
3. Walk
4. Dance
5. Sing
6. Eat
7.  Drink
8. Sleep
9.  Climb
10. Swim
11. Kick
12. Throw
13. Catch
14. Laugh
15. Wave

Expected Learning Outcome:

Knowledge building-

Children will understand that action verbs describe what we do.

They will recognize and name common action words.

Skill Building:

Improved movement skills through acting and dancing.

Better listening and memory through storytelling.

Review Questions/Assessment/Tasks 

Ask: - "Can you show me an action verb?", "What action do we do when we are happy?"

"What action do we do when we are tired?"

Play a quick "Simon Says" game using action tasks

Follow up Tasks - Encourage children to find and use new action words at home.

Ask them to teach family members a new action song.

 

Session 28

Session Plan 90 Min

1. Introduction & Concept Building – Let’s Play with Words! (20 minutes)

Objective: Introduce the concept of opposites using expressions, questions, and flashcards.

Steps: Ask questions with expressions:

“What’s the opposite of happy?” (Children show happy and sad faces.

“If I say hot, what’s the opposite?” → Cold

“Is the opposite of big → small?”

Show flashcards with picture pairs:

Big 🐘 / Small 🐭

Happy 😊 / Sad 😔

Fast 🐇 / Slow 🐢

Day 🌞 / Night 🌜

Open 🚪 / Close 🚪

2. Main Activity 

1: Move and Match – The Opposite Game! (20 minutes)

Objective:

Reinforce opposite pairs with physical movement.

Steps:

Place opposite picture cards around the classroom (e.g., day/night, tall/short).

Call out a word like:

“Day!” → Children run and point to “Night!”

“Fast!” → Children go to “Slow!”

“Open!” → Match with “Close!”

Example Pairs Used:

Happy – Sad

Light – Dark

Big – Small

Wet – Dry

Up – Down

Loud – Quiet

3. Main Activity

 2: Storytime with Opposites (20 minutes)

Objective:

Introduce opposites in story form to strengthen comprehension.

Story Example:

“One day, a big elephant met a tiny ant. The weather was hot, but soon it turned cold. The sky was first light, but it became dark. The ant was sad and then happy after finding a friend.”

Instructions:

Read aloud and pause at opposites.

Ask children to shout out the pair.

Sample Words in Story:

Big – Small

Happy – Sad

Light – Dark

Hot – Cold

Up – Down

Creative Task:  Opposite Art – My Opposite World (20 minutes)

Objective: Encourage creative thinking using opposite concepts in drawing.

Instructions:

One side of paper: draw a sunny day, other side: a rainy day

One side: a tall tree, other side: a short plant

One side: a happy child, other side: a sad child

Encourage them to think of more:

Fast animal vs. slow animal

Open door vs. closed door

Quick Review Questions:

“Can you tell me the opposite of cold?”

“What is the opposite of happy?”

“Which opposite word did you like the most?”

Expected Learning Outcomes:

Knowledge Building:

Identify and understand opposite word pairs.

Recognize opposites in speech, stories, and visuals.

Skill Building:

Use opposite words confidently in context.

Express ideas through art and explanation.

Develop social skills through sharing and group games.

 

Session 29

Session Plan 90 Mint

Intro Activity 

1. Warm-Up: Welcome to the World of Plants! (15 minutes)

Objective:

Introduce the idea of how plants grow and what they need.

Steps:

Begin with:

“Today, we’re going to be Little Gardeners! Who has seen a plant grow?”

Ask:

“Have you seen a seed before?”

“What helps plants grow?” → Expected answers water, sunlight, soil

Show a real plant and name its parts:

Root – grows under the soil

Stem – holds the plant up

Leaf – makes food for the plant

Flower – makes the plant beautiful

Example: Show a money plant or a small flowering plant and gently point to its parts.

Main Topic/ Activity

2. Main Activity 1: Let’s Plant a Seed! (25 minutes)

Objective:

Let children plant their own seeds and feel the joy of gardening.

Steps:

Provide a small pot or a patch of soil for each child.

Demonstrate:

1. Dig a little hole with fingers.

2. Drop one seed in (e.g., green gram).

3. Cover it with soil.

4. Water it gently using a cup or watering can.

Encouragement Line:

“You’re planting life! With your care, it will grow into something beautiful.”

3. Storytime: The Seed’s Journey (15 minutes)

Objective:

Build imagination and reinforce the plant growth process.

Steps:

Tell this short story:

“Once upon a time, there was a tiny seed. It was sleeping under the soil. One day, the sunlight tickled it, and the rain gave it water. Slowly, the seed grew roots, then a small green sprout. It stretched, and soon, it became a tall plant with beautiful flowers!”

Ask: - “What do you think your seed will become?”

“What helped the seed grow?”

4. Observation & Care: Let’s Be Garden Friends! (20 minutes)

Objective:

Teach care and patience by observing and watering the planted seeds.

Steps:

Help children gently water their planted seeds again.

Show them how to check the soil’s moisture:

“If the soil feels dry, it needs water.”

Talk about:

Sunlight → “Put your pot near the window or outside.”

Daily care → “Check on your plant every day!”

5. Wrap-Up: A Gardener’s Pledge (10 minutes)

Steps:

Ask:

“What will you do to help your seed grow?”

Let them repeat:

> “I promise to water my seed,

Give it sunlight,

And check on it every day!”

Congratulate them:

> “You’re all wonderful little gardeners!”

Expected Learning Outcomes

Knowledge Building:

Children will understand the basic process of plant growth.

They will learn the importance of sunlight, water, and soil.

Skill Building:

Hands-on planting and care

Observation and patience

Speaking and expressing thoughts (during story and pledge)

Responsibility and connection with nature

 

Session 30

Session Plan 90 Mint

Intro Activity 

1. Introduction: Let’s Learn Compound Words! (15 minutes)

Objective:

Help children understand what compound words are through explanation and examples.

Steps:

Start with:

“A compound word is made when two small words come together to make a big word!”

Show examples with pictures:

Sun + Flower = Sunflower

Butter + Fly = Butterfly

Rain + Bow = Rainbow

Ask:

 “Can you think of two words that go together?”

(Guide them to examples like snowman, football, toothbrush)

Main Topic/ Activity

2. Activity: Picture Puzzle – Match and Make! (20 minutes)

Objective:

Use picture flashcards to help children visually match and form compound words.

Steps:

Divide cards into two groups:

Group A: sun, rain, snow, tooth

Group B: flower, bow, man, brush

Shuffle and spread the cards.

Let children walk up, pick one from each set, and try to form a valid compound word.

Example:

Child picks rain and bow → “Rainbow!”

Celebrate each match:

 “Yay! You made a new word!”

3. Activity: Draw a Compound Word! (20 minutes)

Objective:

Encourage creative expression through drawing and labeling compound words.

Steps:

Each child picks a compound word (e.g., rainbow, snowman, football).

Give them paper and crayons to draw their word.

Help them write the word at the top or bottom of the page.

Example Instructions:

“Draw a rainbow with many colors!”

“Let’s draw a big snowman with a carrot nose!”

Walk around, offer help and praise.

4. Game: Compound Word Relay! (20 minutes)

Objective:

Engage children in a physical and memory-based game to reinforce learning.

Steps:

Split the class into 2 or 3 teams.

Give each team one starter word card (e.g., foot).

Place ending word cards (e.g., ball, print) at a distance.

One by one, children must run, pick the correct match, and say the full word aloud:

“Foot + Ball = Football!”

Keep score if desired or just play for fun.

5. Closing: Compound Word Song! (10 minutes)

Objective:

Reinforce learning through music and repetition.

Song Example (to the tune of “Twinkle Twinkle Little Star”):

> 🟢 “Butterfly, rainbow, snowman too,

These are words we make from two!

Sun and flower, foot and ball,

Let's keep making more, one and all!

Butterfly, rainbow, snowman too,

Compound words are fun to do!”

Encourage kids to shout out new compound words to include in the song!

Expected Learning Outcomes

• Children will understand what compound words are and how they are formed.

• They will be able to identify, create, and draw compound words confidently.

• Vocabulary and communication skills will improve through interaction, creativity, and movement.

 

Session 31

Session Plan 90 Min

Intro Activity 

1. Introduction: Welcome to the World of Words! (15 minutes)

Objective:

Introduce the idea of a dictionary and build interest in vocabulary.

Steps:

Ask:

 “What’s the most exciting or funny word you know?”

Explain simply:

“A dictionary is a book that tells us the meanings of words—like a word treasure box!”

Show examples with gestures:

Jump – hop up and down

Clap – show the action

Laugh – make a giggle sound

Use props (e.g., a toy kite) when possible

Main Topic/ Activity

2. Activity: Word Scavenger Hunt (20 minutes)

Objective:

Help children discover new words around them.

Steps:

Place labeled objects or flashcards around the room (e.g., ball, sun, fan, drum).

Say:

 “Let’s go on a word hunt! Find a word and bring it back.”

When they return, ask them to:

Say the word

Use it in a sentence (help them if needed)

 e.g., “The ball is round.” / “I play with a drum.”

3. Activity: Create Your Mini Dictionary (30 minutes)

Objective:

Encourage children to record new vocabulary in their own creative dictionary.

Steps:

Give each child 3–5 blank pages or a small notebook.

Ask them to decorate the cover with their name and colors.

Inside the dictionary:

Write 5–10 words they found.

For each word:

Write the word (e.g., Sun)

Write the meaning (with teacher’s help)

Draw a small picture (e.g., bright yellow circle for sun)

Write one sentence:

 “The sun is bright.”

Encourage them:

 “Make your dictionary colorful with stickers or doodles!”

4. Activity: Share Your Word Creations! (15 minutes)

Objective:

Build confidence and joy in vocabulary usage.

Steps:

Invite each child to show one or two entries from their dictionary.

Applaud each effort:

“What a great sentence!”

“Beautiful drawing! Everyone, clap!”

Expected Learning Outcomes

• Children will learn and retain 5–10 new words.

• They will understand how to use words in simple sentences.

• Their creativity and confidence will grow as they build their own illustrated mini-dictionaries.