Lesson Plans for Elementary School

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These are the lesson plans that I designed during my professional practice in English Teaching. I hope you find them useful.

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Lesson Plans for Elementary School

  1. 1. 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
  2. 2. -The T checks students work Materials
  3. 3. Date: 06/03/2013 Student-Teacher: Silvia Buján Level: Second Grade (2-3)/Third Grade (3-2/3-3) Topic: Family Objectives Activities/Procedures Useful Language Assessment Criteria Material/Resources Time Ss will be able to: -Identify family members -Express feelings -Respond with short phrases to inform about family -Describe family relationships. 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 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
  4. 4. Is she angry? -The T checks students work tall Materials
  5. 5. Date: 06/05/13 Student-Teacher: Silvia Buján Level: First Grade (1-2/1-3)/Second Grade (2-3)/Third Grade (3-2/3-3) Topic: Family activities Objectives Activities/Procedures Useful Language Assessment Criteria Material/Resources Time Ss will be able to: -Recognize family members -Respond with short phrases to inform about family -Describe family activities. 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 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
  6. 6. -Ss repeat after the teacher the sentences about the activities. -The T checks students work Material
  7. 7. Date: 06/10/2013 Student-Teacher: Silvia Buján Level: First Grade (1-1)/Second Grade (2-3)/Third Grade (3-2/3-3) Topic: Food Objectives Activities/Procedures Useful Language Assessment Criteria Material/Resources Time Ss will be able to: -Identify food items -Exchange information about different kinds of food 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 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: -Ss come to the board 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
  8. 8. Materials
  9. 9. Date: 06/12/2013 Student-Teacher: Silvia Buján Level: Third Grade (3-2/3-3) Topic: Parts of the house Objectives Activities/Procedures Useful Language Assessment Criteria Material/Resources Time 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: -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 book (page 47) Presentation: -T pastes a big poster on the board. It is a 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: -Ss repeat after the 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
  10. 10. the parts of the house -The T checks students work Materials
  11. 11. Date: 06/17/13 Student-Teacher: Silvia Buján Level: First Grade (1-1)/Second Grade (2-3) Topic: Likes and dislikes on food Objectives Activities/Procedures Useful Language Assessment Criteria Material/Resources Time Ss will be able to: -Identify food items -Exchange information about different kinds of food -Express likes and dislikes 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 book (page 50) 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. -Ss come to the board 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 -Play and Learn (2nd grade) Book -Crayons -Notebook -Pencil -5 min -10 min -10 min -10 min -5 min
  12. 12. -The T checks students work Materials
  13. 13. Date: 06/17/2013 Student-Teacher: Silvia Buján Level: Third Grade (3-2/3-3) Topic: House items Objectives Activities/Procedures Useful Language Assessment Criteria Material/Resources Time 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: -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 book (page 44) Presentation: -T pastes a big poster on the board. It is a 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” -Ss repeat after the 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
  14. 14. -Ss come to the board and answers the questions to check together the previous assignment -The T checks students work Materials
  15. 15. Date: 06/19/2013 Student-Teacher: Silvia Buján Level: Third Grade (3-2/3-3) Topic: Parts of the house and furniture review. Objectives Activities/Procedures Useful Language Assessment Criteria Material/Resources Time 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: -The T greets the Ss and mentions what is going to be done during the class. -T asks Ss to clean their desks Presentation: -T pastes a big poster 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
  16. 16. -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
  17. 17. Date: 06/24/2013 and 06/26/2013 Student-Teacher: Silvia Buján 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 Objectives Activities/Procedures Useful Language Assessment Criteria Material/Resources Time 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: -The T greets the Ss and mentions what is 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 -Play and Learn (2nd grade) Book -Crayons -Plastic Jars -5 min -10 min -10 min
  18. 18. 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
  19. 19. Materials
  20. 20. Date: 07/15/2013 Student-Teacher: Silvia Buján Level: First Grade (1-1)/Second Grade (2-3)/Third Grade (3-2/3-3) Topic: Food with Five Senses Objectives Activities/Procedures Useful Language Assessment Criteria Material/Resources Time 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 movements and repeat 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
  21. 21. taste also on page 53. -T checks students’ work. Materials
  22. 22. Date: 07/19/2013 Student-Teacher: Silvia Buján Level: First Grade (1-3)/Second Grade (2-1/2-2)/Third Grade (3-1). Topic: Types of Meals Objectives Activities/Procedures Useful Language Assessment Criteria Material/Resources Time 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 movements and repeat 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: -T checks students’ 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
  23. 23. work. Materials
  24. 24. Date: 07/22/2013 Student-Teacher: Silvia Buján Level: First Grade (1-2/1-3)/Second Grade (2-3)/Third Grade (3-2/3-3). Topic: Animals Descriptions Objectives Activities/Procedures Useful Language Assessment Criteria Material/Resources Time 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: - 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 movements and repeat the command. Presentation: -Ss will watch some animal’s flashcards, and will answer questions about how they look like Practice: -Ss will have to identify and color the presented animals on their books. Consolidation: -Ss will have to describe their pets or favorite animals Closing Activity: -T checks students’ 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
  25. 25. Materials
  26. 26. Date: 07/29/2013 Student-Teacher: Silvia Buján Level: Third Grade (3-2/3-3) Topic: Clothing Objectives Activities/Procedures Useful Language Assessment Criteria Material/Resources Time Ss will be able to: -Identify basic language related to clothing articles -Describe clothing items -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 movements and repeat 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: -T checks students’ 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
  27. 27. Materials
  28. 28. Date: 07/31/2013 Student-Teacher: Silvia Buján Level: Third Grade (3-2/3-3) Topic: Tableware and Manners Objectives Activities/Procedures Useful Language Assessment Criteria Material/Resources Time Ss will be able to: -Identify basic language related to tableware. -Recognize the correct ways to behave on the table. 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 movements and repeat 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 identify and color the 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. -T checks students’ 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
  29. 29. work. Materials
  30. 30. Date: 07/31/2013 and 08/05/2013 Student-Teacher: Silvia Buján Level: First Grade (1-2/1-1)/Second Grade (2-3) Topic: Pet Animals/Domestic Animals Objectives Activities/Procedures Useful Language Assessment Criteria Material/Resources Time 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 identify and color the 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
  31. 31. piece of paper and pasted on the board once they are done. -T congratulates Ss for the good work and participation and will give them some cookies with animal’s shapes. Materials
  32. 32. Date: 08/05/2013 and 08/07/2013 Student-Teacher: Silvia Buján Level: First Grade (1-2/1-3)/Second Grade (2-3)/Third Grade (3-2/3-3) Topic: Animal’s Bingo Objectives Activities/Procedures Useful Language Assessment Criteria Material/Resources Time 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: - 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 movements and repeat 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 for the good work and participation and will 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
  33. 33. cookies with animal’s shapes. Materials
  34. 34. Date: 08/09/2013 Student-Teacher: Silvia Buján Level: First Grade (1-3)/Second Grade (2-1/2-2)/Third Grade (3-1) Topic: Traditional Games Objectives Activities/Procedures Useful Language Assessment Criteria Material/Resources Time 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: - 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 movements and repeat 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 for the good work and participation and will 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
  35. 35. Materials

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