Lesson Plans for Elementary School

LESSON PLANS
Date: 06/03/2013
Student-Teacher: Silvia Buján
Level: First Grade (1-1)
Topic: Feelings
Objectives Activities/Procedures Useful
Language
Assessment
Criteria
Material/Resources Time
Ss will be able
to:
-Identify
feelings
-Express
feelings
-Respond with
short phrases to
inform about
feelings.
Warm up:
-The T greets the Ss
and mentions what is
going to be done
during the class.
-T asks Ss to clean
their desks and get out
their notebook.
Presentation:
-T shows one orange
and asks “What is
this?”
-T draws an orange
with a happy face and
asks Ss “How does the
orange feel?”
Practice:
-Ss draw on the board
different faces for the
orange. Sad, angry,
scare, confused.
Consolidation:
-Ss copy the oranges o
n their notebooks and
color them
Closing Activity:
-Ss repeat together
after the T the
different feelings
-Happy, sad,
angry, scare,
confused
-How do you
feel?
-I feel…
-Ss show
comprehension
of expressions
being use by
naming,
pointing or
describing
-Ss apply
language or
expressions
being studied
-Ss imitate
words, phrases
and sentences
through
repetition
-Ss participation
-Ss complete the
assignment on
their notebooks.
-Board
-Chalk
-One orange
-Notebook
-Crayons
-5 min
-10 min
-10 min
-10 min
-5 min

-The T checks
students work
Materials

Date: 06/03/2013
Level: Second Grade (2-3)/Third Grade (3-2/3-3)
Topic: Family
Language
Assessment
Criteria
Ss will be able
to:
-Identify family
members
-Express
feelings
-Respond with
short phrases to
inform about
family
-Describe
family
relationships.
Warm up:
going to be done
during the class.
-T asks Ss to clean
their notebook.
Presentation:
-T shows one heart of
paper and asks “What
is this?”
-T draws a heart and a
family member inside
of it. T asks “Who is
this? This is a mother.
I love my mother”
Practice:
-Ss draw the family
member that they
chose inside of one
heart. Ss said “This is
my brother, sister,
etc.”
Consolidation:
-Ss copy the hearts on
their notebooks and
color them
Closing Activity:
-Ss respond to the
question “How does
your mother feel?” Is
she happy? Is she sad?
-He/she feels
-Nuclear and
extended
family
members:
Mother,
father,
brother,
sister,
grandfather,
grandmother,
pet, uncle,
aunt, cousin.
-Who is this?
-This is my
father
-How many
brothers and
sister do you
have?
-I have 1
brother and 1
sister
-Do you have
a pet?
-I have a dog
-How does
your father
look like?
-My father is
-Ss show
comprehension
of expressions
being use by
naming,
pointing or
describing
-Ss apply
language or
expressions
being studied
-Ss imitate
words, phrases
and sentences
through
repetition
-Ss participation
-Ss complete the
assignment on
their notebooks.
-Board
-Chalk
-Heart shape
-Notebook
-Crayons
-5 min
-10 min
-10 min
-10 min
-5 min

Is she angry?
-The T checks
students work
tall
Materials

Date: 06/05/13
Level: First Grade (1-2/1-3)/Second Grade (2-3)/Third Grade (3-2/3-3)
Topic: Family activities
Language
Assessment
Criteria
Ss will be able
to:
-Recognize
family members
-Respond with
short phrases to
inform about
family
-Describe
family activities.
Warm up:
going to be done
during the class.
-T asks Ss to clean
their notebook.
Presentation:
-T pastes a big poster
on the board. It is a
house where all the
family members are
performing different
activities.
-T asks Ss “what is
the mother doing?”
and so on with all
family members
Practice:
-Ss draw and color the
family members doing
the activities and write
the corresponding
sentence. Ex: The
mother is reading the
newspaper
Consolidation:
-Ss come to the board
and draw their own
favorite family
activity
Closing Activity:
-He/she feels
-Nuclear
family
members:
Mother,
father,
brother,
sister,
grandfather,
grandmother,
pet.
-Who is this?
-This is my
father
-How many
brothers and
sister do you
have?
-I have 1
brother and 1
sister
-Do you have
a pet?
-I have a dog
-How does
your father
look like?
-My father is
tall
-Ss show
comprehension
of expressions
being use by
naming,
pointing or
describing
-Ss apply
language or
expressions
being studied
-Ss imitate
words, phrases
and sentences
through
repetition
-Ss participation
-Ss complete the
assignment on
their notebooks.
-Board
-Chalk
-Poster
-Notebook
-Pencil
-Crayons
-5 min
-10 min
-10 min
-10 min
-5 min

-Ss repeat after the
teacher the sentences
about the activities.
-The T checks
students work
Material

Date: 06/10/2013
Level: First Grade (1-1)/Second Grade (2-3)/Third Grade (3-2/3-3)
Topic: Food
Language
Assessment
Criteria
Ss will be able
to:
-Identify food
items
-Exchange
information
about different
kinds of food
Warm up:
going to be done
during the class.
-T asks Ss to clean
their book (page 50)
Presentation:
-T shows flashcards of
food items: Apple,
eggs, rice, and carrot.
T asks “What is this?
What color is this?
This is an apple. It is
red and sweet.
Practice:
-Ss identify items on
their books and color
them.
Consolidation:
and draw food items
that they usually eat.
Closing Activity:
-The T checks
students work
-Food and
beverages
-This is an
apple
-These are
oranges
-Ss show
comprehension
of expressions
being use by
naming,
pointing or
describing
-Ss apply
familiar
language to
express
preferences
-Ss imitate
words, phrases
and sentences
through
repetition
-Ss participation
-Ss complete the
assignment on
their books.
-Board
-Chalk
-Flash Cards
-Tape
-Play and Learn (2nd
grade) Book
-Crayons
-5 min
-10 min
-10 min
-10 min
-5 min

Date: 06/12/2013
Level: Third Grade (3-2/3-3)
Topic: Parts of the house
Language
Assessment
Criteria
Ss will be able
to:
-Identify basic
language related
to the parts of
the house
-Establish
similarities and
differences on
the parts of the
house
-Describe parts
of the house
Warm up:
going to be done
during the class.
-T asks Ss to clean
Presentation:
house with all the
parts divided
-T explain Ss the
name of each part of
the house and what do
you do on each. Ex:
This is the bedroom.
This is where you go
to sleep on your bed.
Practice:
-Ss identify each part
of the house on their
books and color them.
Consolidation:
-Ss cut the parts of the
house and paste them
on page 127 on the
corresponding name.
Closing Activity:
teacher the names of
-Living room,
dining room,
kitchen,
bedroom,
bathroom,
garage,
garden,
office,
backyard.
-Where do
you cook,
sleep, take a
shower, and
park the car?
-What is your
favorite part
of the house?
-Ss show
comprehension
of expressions
being use by
naming,
pointing or
describing
-Ss apply
language or
expressions
being studied
-Ss imitate
words, phrases
and sentences
through
repetition
-Ss locate and
compare
furniture
-Ss participation
-Ss complete the
assignment on
their notebooks.
-Board
-Chalk
-Poster
-Play and Learn (3rd
grade) Book
-Crayons
-Scissors
-Glue
-5 min
-10 min
-10 min
-10 min
-5 min

the parts of the house
-The T checks
students work
Materials

Date: 06/17/13
Level: First Grade (1-1)/Second Grade (2-3)
Topic: Likes and dislikes on food
Language
Assessment
Criteria
Ss will be able
to:
-Identify food
items
-Exchange
information
about different
kinds of food
-Express likes
and dislikes
Warm up:
going to be done
during the class.
-T asks Ss to clean
Presentation:
-T shows flashcards of
food items: Beans,
fish, lettuce, cheese.
T asks “What is this?
What color is this?
This is a lettuce. It is
green and very
healthy.
Practice:
-Ss identify items on
their books and color
them.
Consolidation:
-T draws to columns
one says “I like” and
the other “I don´t
like”. T gives an
example.
and draw food items
that they like or
dislike in the
corresponding column
Closing Activity:
-Food and
beverages
-This is a
carrot
-These are
lemons
-I like pizza
-I don´t like
soup
-Ss show
comprehension
of expressions
being use by
naming,
pointing or
describing
-Ss apply
familiar
language to
express
preferences
-Ss imitate
words, phrases
and sentences
through
repetition
-Ss participation
-Ss complete the
assignment on
their books.
-Board
-Chalk
-Flash Cards
-Tape
grade) Book
-Crayons
-Notebook
-Pencil
-5 min
-10 min
-10 min
-10 min
-5 min

Date: 06/17/2013
Topic: House items
Language
Assessment
Criteria
Ss will be able
to:
-Identify basic
language related
to the parts of
the house
-Identify
furniture inside
of the house
-Describe house
items
Warm up:
going to be done
during the class.
-T asks Ss to clean
Presentation:
house with all the
parts divided
-T asks Ss to help her
identify each item of
the house. She asks
“What is this? This is
a bed”
teacher the name of
the furniture
Practice:
-Ss identify each part
of the house on their
books and color them.
Consolidation:
-Ss have to respond
the questions on their
books. Ex: Where is
the T.V? “The TV is
in the living room.
Closing Activity:
-Living room,
dining room,
kitchen,
bedroom,
bathroom,
garage,
garden,
office,
backyard.
-Where is the
table, TV,
bed, sofa,
toilet, sink,
stove,
refrigerator,
car, lamp,
etc?
-Ss show
comprehension
of expressions
being use by
naming,
pointing or
describing
-Ss apply
language or
expressions
being studied
-Ss imitate
words, phrases
and sentences
through
repetition
-Ss locate and
compare
furniture
-Ss participation
-Ss complete the
assignment on
their books.
-Board
-Chalk
-Poster
-Play and Learn (3rd
grade) Book
-Crayons
-Pencil
-5 min
-10 min
-10 min
-10 min
-5 min

and answers the
questions to check
together the previous
assignment
-The T checks
students work
Materials

Date: 06/19/2013
Topic: Parts of the house and furniture review.
Language
Assessment
Criteria
Ss will be able
to:
-Identify basic
language related
to the parts of
the house
-Identify
furniture inside
of the house
-Describe house
items
-Express actions
perform inside
the house
Warm up:
going to be done
during the class.
-T asks Ss to clean
their desks
Presentation:
on the board. It is an
empty house with just
the name of the parts
on it
-T copy the
instructions on the
board and asks Ss to
gather in groups of 3
-T gives Ss a sheet of
paper and assign to
each group a part of
the house
Practice:
-Ss brainstorm about
the part of the house
assigned
-Ss draw and color the
part of the house
assigned with all the
corresponding
furniture on it.
Consolidation:
-Living room,
dining room,
kitchen,
bedroom,
bathroom,
garage,
garden,
office,
backyard.
-Where is the
table, TV,
bed, sofa,
toilet, sink,
stove,
refrigerator,
car, lamp,
etc?
-This is the
dining room
-This is the
toilet
-Here is
where I play
-Ss show
comprehension
of expressions
being use by
naming,
pointing or
describing
-Ss apply
language or
expressions
being studied
-Ss imitate
words, phrases
and sentences
through
repetition
-Ss brainstorm
and compare
each part of the
house
-Ss participation
-Ss complete the
assignment
-Board
-Chalk
-Poster
-Color papers
-Crayons
-Pencil
-Tape
-5 min
-10 min
-10 min
-10 min

-Each group come to
the board and pastes
the part of the house
on the corresponding
place. One group
member explain the
drawing to the T and
classmates
Closing Activity:
-Ss repeat the name of
each part of the house
after the T
-T congratulates Ss
for the good work and
participation.
-5 min
Materials

Date: 06/24/2013 and 06/26/2013
Level: First Grade (1-1/1-2/1-3)/Second Grade (2-3)/Third Grade (3-2/3-3)
Topic: Healthy Food vs. Junk Food
Language
Assessment
Criteria
Ss will be able
to:
-Recall
instructions that
have been
reviewed on
previous lessons
-Identify
different kinds
of food
-Infer the
difference
between healthy
food and junk
food
-Describe
different kinds
of food
-Classify
healthy and junk
food
Warm up:
going to be done
during the class.
-The T starts giving
and showing
instructions that Ss
have to follow while
they perform the
movements and repeat
the command: Stand
up, sit down, stand up,
hands up, hands
down, spin, and jump.
Presentation:
-The T introduces
content by showing
flash cards while Ss
answer the question
“What is this?”
-The T draws two
columns, one for
healthy food and other
for junk food and
classifies the
flashcards showed
before. T explains the
difference between
healthy and junk food.
Practice:
-Ss work on page 50
on their books by
identifying the same
items that are being
-Food and
beverages
vocabulary
-I like
-I don’t like
-This is a/an
-These are
-That apple is
red
-The banana
is sweet
-Delicious
-Healthy
-Junk
-Ss show
comprehension
of expressions
being use by
naming,
pointing or
describing
-Ss apply
language or
expressions
being studied
-Ss participation
-Ss willingness
to communicate
-Board
-Chalk
-Flash Cards (Big
and small versions)
-Tape
grade) Book
-Crayons
-Plastic Jars
-5 min
-10 min
-10 min

showed on the
flashcards.
-Ss repeat together
after the teacher and
then color on their
books the same items
from the board.
Consolidation:
-The T gives one food
item to each student.
-T shows two jars, one
is an apple for healthy
food and the other is a
chocolate for junk
food.
-Students come to the
front and make a line,
then each one have to
classify the food on
the jars.
Closing Activity:
-The T checks
students work
-T points out what has
been accomplished
and congratulates the
Ss for their good
work.
-10 min
-5 min

Date: 07/15/2013
Level: First Grade (1-1)/Second Grade (2-3)/Third Grade (3-2/3-3)
Topic: Food with Five Senses
Language
Assessment
Criteria
Ss will be able
to:
-Recognize food
items
-Describe
different types
of food
-Match
meanings with
visual material
Warm up:
- Ss greet the T and
she mentions what is
going to be done
during the class.
-Ss have to listen to T
instructions and
follow her while they
perform the
the command.
Presentation:
-Ss watch different
items like lemons,
apples, cheese,
orange, fries, beans,
coffee, and onion and
describe its flavor,
size, color and shape.
Practice:
-Ss will have to
identify and color the
items showed by the
teacher on their books.
Consolidation:
-Ss will have to solve
a match on page 53.
They must circle the
main sense they need
to experience each
item.
Closing Activity:
-Ss have to match
each item with its
Flavors:
Salty, sweet,
sour, acid.
Food items
like: lemons,
apples,
cheese,
orange, fries,
beans, coffee,
onion
What is this?
This is a
lemon
What color is
this?
It is green.
-Ss show
comprehension
of expressions
being use by
naming,
pointing or
describing
-Ss apply
language or
expressions
being studied
-Ss imitate
words, phrases
and sentences
through
repetition
-Ss show
comprehension
of tastes by
completing the
assignment.
-Board
-Chalk
-Food items
-Book
-Pencils
-5 min
-10 min
-10 min
-10 min
-5 min

taste also on page 53.
-T checks students’
work.
Materials

Date: 07/19/2013
Level: First Grade (1-3)/Second Grade (2-1/2-2)/Third Grade (3-1).
Topic: Types of Meals
Language
Assessment
Criteria
Ss will be able
to:
Recognize food
items
-Describe
different types
of food
-Match
meanings with
visual material
Warm up:
going to be done
during the class.
instructions and
perform the
the command.
Presentation:
-Ss will listen to
Carlos the puppet.
Carlos will ask
students about what
they brought for
breakfast and lunch.
Practice:
-Ss will identify and
color each item
presented by the
teacher on their books
on page 54.
Consolidation:
-Ss will have to come
to the board and draw
next to the
corresponding image
what they usually eat
for each meal of the
day.
Closing Activity:
Food items
like: eggs,
milk, coffee,
cereal,
yogurt,
orange juice,
sandwich,
chicken, fish,
meat, rice,
beans, soup,
tea,
vegetables
What do you
eat for
breakfast,
lunch, and
dinner?
I eat cereal at
7am
-Ss show
comprehension
of expressions
being use by
naming,
pointing or
describing
-Ss apply
language or
expressions
being studied
-Ss imitate
words, phrases
and sentences
through
repetition
-Ss demonstrate
understanding
by completing
the task.
-Board
-Chalk
-Flashcards
-Book
-Crayons
-Tape
-5 min
-10 min
-10 min
-10 min
-5 min

Date: 07/22/2013
Level: First Grade (1-2/1-3)/Second Grade (2-3)/Third Grade (3-2/3-3).
Topic: Animals Descriptions
Language
Assessment
Criteria
Ss will be able
to:
-Identify basic
language related
to pet animals
and domestic
animals.
-Recognize
animals’ sounds
and actions.
-Describe pets’
characteristics.
-Match
meanings with
visual material
-Express likes
and dislikes
Warm up:
going to be done
during the class.
instructions and
perform the
the command.
Presentation:
-Ss will watch some
animal’s flashcards,
and will answer
questions about how
they look like
Practice:
-Ss will have to
presented animals on
their books.
Consolidation:
-Ss will have to
describe their pets or
favorite animals
Closing Activity:
work.
Dog, chicken,
rabbit, turtle,
fish, cat, bird,
frog, horse,
cow, pig,
hamster,
duck,
monkey.
-This is a
dog. It is my
pet.
-I have a fish.
-I like cats.
-I don´t like
pigs.
-Move like a
rabbit
-My dog is
black
-Ss show
comprehension
of expressions
being use by
naming,
pointing or
describing
-Ss apply
language or
expressions
being studied
-Ss imitate
words, phrases
and sentences
through
repetition
-Ss demonstrate
understanding
by performing
actions and
sounds
requested
-Board
-Chalk
-Book
-Crayons
-5 min
-10 min
-10 min
-10 min
-5 min

Date: 07/29/2013
Topic: Clothing
Language
Assessment
Criteria
Ss will be able
to:
-Identify basic
language related
to clothing
articles
-Describe
clothing items
-Match
meanings with
visual material
Warm up:
going to be done
during the class.
instructions and
perform the
the command.
Presentation:
-Ss will watch some
flashcards presented
by the teacher
Practice:
-Ss will have to draw
and color on their
notebooks the
different items
presented by the
teacher.
Consolidation:
- Students will have to
match clothing items
with its corresponding
description on page
55.
Closing Activity:
work.
Clothing
Items: Jacket,
top, t-shirt,
shorts,
blouse,
sweater,
pants,
jumpsuit,
shoes, scarf,
hat.
-Ss show
comprehension
of expressions
being use by
naming,
pointing or
describing
-Ss apply
language or
expressions
being studied
-Ss imitate
words, phrases
and sentences
through
repetition
-Ss demonstrate
understanding
by completing
the assignment
-Board
-Chalk
-Tape
-Book
-Crayons
-Notebook
-5 min
-10 min
-10 min
-10 min
-5 min

Date: 07/31/2013
Topic: Tableware and Manners
Language
Assessment
Criteria
Ss will be able
to:
-Identify basic
language related
to tableware.
-Recognize the
correct ways to
behave on the
table.
Warm up:
going to be done
during the class.
instructions and
perform the
the command.
Presentation:
-Ss will watch the
plastic items that the
teachers pasted on the
board, and answers
the question: “What is
this?”
Practice:
-Ss will have to
presented items on
their notebooks.
Consolidation:
-Ss will reflect about
the correct way to
behave on the table
Closing Activity:
-Ss will listen to
Carlos the puppet
while he explains how
we have to behave on
the table.
Tableware:
plate, spoon,
fork, glass,
napkin, jar,
tablecloth,
table, chair,
Chinese
sticks, pot,
pitcher, mug,
knife
-What is this?
This is a glass
I drink water
in the glass
-Where is the
spoon?
-Seat
correctly.
-Do not use
the cell
phone.
-Ss show
comprehension
of expressions
being use by
naming,
pointing or
describing
-Ss apply
language or
expressions
being studied
-Ss imitate
words, phrases
and sentences
through
repetition
-Ss brainstorm
about the right
way to behave
on the table
-Ss demonstrate
understanding
by completing
the task.
-Board
-Pilots
-Plastic items
-Tape
-Notebook
-Book page 54
-Pencil
-Crayons
-5 min
-10 min
-10 min
-5 min
-10 min

Date: 07/31/2013 and 08/05/2013
Level: First Grade (1-2/1-1)/Second Grade (2-3)
Topic: Pet Animals/Domestic Animals
Language
Assessment
Criteria
Ss will be able
to:
-Identify basic
language related
to pet animals
and domestic
animals.
-Imitate
animal’s sounds
and actions
-Recognize
animals’ sounds
-Match
meanings with
visual material
-Express likes
and dislikes by
drawing their
favorite animals.
Warm up:
-Ss will imitate
animals’ sounds and
movements by
following the
teacher’s instructions
Presentation:
-Ss will listen to some
sounds and will have
to guess which
animals make those
sounds. Then, T will
paste a flashcard of
the animal on the
board.
Practice:
-Ss will have to
presented animals on
their books. Pages 53
and 55.
Consolidation:
-Each student will
have a palette with an
animal assigned by
the T. Then, when the
T asked them where
those animals are they
will have to raise their
pallets and act like
that animal.
Closing Activity:
-Ss will have to draw
and color their pets or
favorite animal on a
Dog, chicken,
rabbit, turtle,
fish, cat, bird,
frog, horse,
cow, pig,
hamster,
duck,
monkey.
-This is a
dog. It is my
pet.
-I have a fish.
-I like cats.
-I don´t like
pigs.
-Move like a
rabbit
-Ss show
comprehension
of expressions
being use by
naming,
pointing or
describing
-Ss apply
language or
expressions
being studied
-Ss imitate
words, phrases
and sentences
through
repetition
-Ss brainstorm
and compare
each part of the
house
-Ss
demonstrates
understanding
by performing
actions and
sounds
requested
-Ss complete the
assignments
-Board
-Chalk
-Recorder
-CD
-Flashcards
-Palettes
-Color papers
-Crayons
-Pencil
-Tape
-Cookies
-10 min
-10 min
-5 min
-10 min
-5 min

piece of paper and
pasted on the board
once they are done.
-T congratulates Ss
participation and will
give them some
cookies with animal’s
shapes.
Materials

Date: 08/05/2013 and 08/07/2013
Level: First Grade (1-2/1-3)/Second Grade (2-3)/Third Grade (3-2/3-3)
Topic: Animal’s Bingo
Language
Assessment
Criteria
Ss will be able
to:
-Identify basic
language related
to pet animals
and domestic
animals.
-Imitate
animal’s sounds
and actions
-Recognize
animals’
descriptions
-Match
meanings with
visual material
Warm up:
going to be done
during the class.
instructions and
perform the
the command.
Presentation:
-Ss will watch an
example of how to
play the game.
Practice:
-Ss will have to sit in
pairs and will wait for
the teacher to call the
first animal. They will
have to put a bean on
each animal that the
teacher mentions. The
first group who
complete the task
wins.
Consolidation:
-Ss will play the game
one more time.
Closing Activity:
-T congratulates Ss
give them some
Dog, chicken,
rabbit, turtle,
fish, cat, bird,
frog, horse,
cow, pig,
hamster,
duck,
monkey.
-This is a
dog.
-I have the
fish.
-I need the
bird
-Ss show
comprehension
of expressions
being use by
naming,
pointing or
describing
-Ss apply
language or
expressions
being studied
-Ss imitate
words, phrases
and sentences
through
repetition
-Ss demonstrate
understanding
by completing
the task.
-Ss are able to
work in pairs.
-Board
-Chalk
-Flashcards
-Bingo Cards
-Beans
-Tape
-Cookies
-5 min
-10 min
-10 min
-10 min
-5 min

cookies with animal’s
shapes.
Materials

Date: 08/09/2013
Level: First Grade (1-3)/Second Grade (2-1/2-2)/Third Grade (3-1)
Topic: Traditional Games
Language
Assessment
Criteria
Ss will be able
to:
-Identify basic
language related
to games
-Recognize the
difference
between
traditional and
modern games
-Match
meanings with
visual material
-Express likes
and dislikes by
drawing their
favorite toys.
Warm up:
going to be done
during the class.
instructions and
perform the
the command.
Presentation:
-Ss will watch some
flashcards, and real
toys presented by the
teacher.
Practice:
-Ss will have to
identify, draw, and
color the presented
items on their
notebooks.
Consolidation:
-T will check
student’s work.
Closing Activity:
-T congratulates Ss
allow them to go to
play with the toys
outside.
Toys: Doll,
skateboard,
marble, yo-
yo, board
games, jump
rope, hide
and seek,
cars, play
station, ball,
Barbie.
-Ss show
comprehension
of expressions
being use by
naming,
pointing or
describing
-Ss apply
language or
expressions
being studied
-Ss imitate
words, phrases
and sentences
through
repetition
-Ss brainstorm
and compare
traditional
games with
modern games
-Ss
demonstrates
understanding
by competing
the task
-Board
-Chalk
-Flashcards
-Toys
-Notebook
-Crayons
-Pencil
-5 min
-10 min
-10 min
-5 min
-10 min

Lesson Plans for Elementary School

More Related Content

What's hot

Viewers also liked

Similar to Lesson Plans for Elementary School

More from Silvia

Recently uploaded

Lesson Plans for Elementary School