Group Learning Experience Planning Sheet

Age Group: 3-5

Learning Experience: Storytelling
Programming Purpose: Last week during circle time the children were asked to show their
thumbs to indicate if they were happy/excited (thumbs up) or if they were sad/mad (thumbs
down) that day. When we went around the room asking the children for their reason as to why
they had their thumbs up or down most of the children who had their thumbs up said they were
excited that it was almost Valentines day.
Objectives: The children will (11.4) respond to a variety of materials that have been read aloud
to them as they participate in sharing experiences of what they think love is. (The kindergarten
Program, 2016, p. 310).
Materials
Book: What is love
Modifications: None
Opening (Introduction)
Sing, come to the carpet and sit down here.
Last week, I noticed a lot of you talking about how excited you are about Valentines day. So
today I am going to be reading a book about what love is and the different ways to show love to
the people we care about.
Body (Content)
Tell the children to find a comfy space to hear and see the story (Do-It Signals)
Show the cover of the book
While reading the book, I will ask the children if they agree with the actions the book is
portraying as a love action or if they have a different idea to show love. (Questions)
Repeat previous steps for the rest for the pages in the book.
Acknowledge appropriate behaviour (ex: raising their hand to answer my questions) (Behaviour
Reflection).
Closing (Ending)
Today we learned about the different ways we can show love to others. I hope you enjoyed the
book as much as I did.
Sing song, Bella have a seat, Bella have a seat. (Tune: shortinin bread) Sing song until all the
children have taken a seat at their desks.
Transition
To facilitate transition the last line of the song will be its lunch time.
 EARLY LEARNING CENTRE LEARNING EXPERIENCE

Age Group: 3-5

Purpose: This activity will allow the children to further develop their writing and thinking skills.

Observation: Last week during circle time the children were asked to show their thumbs to
indicate if they were happy/excited (thumbs up) or if they were sad/mad (thumbs down) that day.
When we went around the room asking the children for their reason as to why they had their
thumbs up or down most of the children who had their thumbs up said they were excited that it
was almost Valentines day.

Learning experience: To love is? (Cognitive)

Objectives: The children will:

1. Enhance their ability to (10.4) use classroom resources to support their writing while
completing the sentence of what they think love is (The Kindergarten Program, 2016,
p.310).
2. Demonstrate the skill of (1.5) using language (verbal and non-verbal communication) in
various contexts to connect new experiences with what they already know, as they express
what they think love is based on how they show love to others (The Kindergarten Program,
2016, p.306).
3. Develop the skill of (22.1) communicating their ideas about something through music,
drama, dance, and/or the visual arts as they draw a picture of what they think love is
(The Kindergarten Program, 2016, p.316).

Materials: (set up for five (5) children)

Sheet of paper with the sentence starter: to love is
Pencils
Crayons

Implementation
I will ask the children if they remembered the book we read called What is Love.
Then I will ask the children to think of a way to show someone they love them.
Then I will have the children share their ideas.
After they all share I will ask the children to write their idea on the paper.
Once they have finished writing out their message I will ask the children to draw a
picture of them doing the action they wrote down.
Then I will tell the children to colour the picture.
Teaching Strategies

Performing Task Analysis

I will break the task down by asking the children to think of a way to show love to others, then
have them write it down, then I will move on to the next steps which will be to drawing and then
colouring their pictures.

Challenges
I will challenge the children by asking them to show me how they can sound out the words they
are trying to write.
 EARLY LEARNING CENTRE LEARNING EXPERIENCE

Age Group: 3-5

Purpose: This activity will allow the children to further develop their aesthetic skills.

Observation: Last week during circle time the children were asked to show their thumbs to
indicate if they were happy/excited (thumbs up) or if they were sad/mad (thumbs down) that day.
When we went around the room asking the children for their reason as to why they had their
thumbs up or down most of the children who had their thumbs up said they were excited that it
was almost Valentines day.

Learning experience: creating a heart handprint photo frame (Art)

Objectives: The children will:

4. Demonstrate the skill of (1.5) using language (verbal and non-verbal communication) in
various contexts to connect new experiences with what they already know, as they express
how the dough feels as they place their hand on top and if they can compare it to any other
materials they have encountered (The Kindergarten Program, 2016, p.306).
5. Enhance their ability to (24.3) make predictions and observations as part of the process of
creating and designing as they predict if their handprint will stay soft or become hard after
the dough has dried (The Kindergarten Program, 2016, p.316).
6. Develop the skill of (31.3) exploring different elements of design in visual arts as they
explore the texture of the salt dough (The Kindergarten Program, 2016, p.318).

Materials: (set up for one (1) child)

Salt Dough
Knife (for educator use only)
Cookie cutter in the shape of a heart
Red paint
Paint brushes

Implementation
First, I will prepare the salt dough
Then I will call each student one by one so that they can make their handprint
After the student, has created their handprint I will cut out their handprint from the
remaining dough
Then I will hand the student the cookie cutter so that they can place it in the middle of
their handprint to create the heart shape.
I will then hand the student the paintbrush and paint so they can paint their handprint
Then I will leave the handprint to dry.
Teaching Strategies

Performing Task Analysis

I will break the task down by first asking the children to place their hand on the dough to create
their handprint, then have them wash their hands while I cut out the handprint, then have them
use a cookie cutter and lastly have them paint their handprint.

Sensory Engagement
The children will have firsthand experience with the salt dough as they learn that when its first
created it is soft but once it dries it becomes very hard.
 EARLY LEARNING CENTRE LEARNING EXPERIENCE

Age Group: 3-5

Purpose: This activity will allow the children to further develop their creative skills.

Observation: Last week during circle time the children were asked to show their thumbs to
indicate if they were happy/excited (thumbs up) or if they were sad/mad (thumbs down) that day.
When we went around the room asking the children for their reason as to why they had their
thumbs up or down most of the children who had their thumbs up said they were excited that it
was almost Valentines day.

Learning experience: creating treat bags (Art)

Objectives: The children will:

7. Demonstrate the skill of (30.2) exploring a variety of tools, materials, and processes of
their own choice to create drama, dance, music, and visual art forms in familiar and new
ways as they decide how their treat bag will look like (The Kindergarten Program, 2016,
p.318).
8. Enhance their ability to (24.3) make predictions and observations as part of the process of
creating and designing as they observe if they need to add more designs to their treat bag
(The Kindergarten Program, 2016, p.316).
9. Develop the skill of (31.3) exploring different elements of design in visual arts as they
explore the different colours they can use to colour in the hearts they placed on the bags
(The Kindergarten Program, 2016, p.318).

Materials: (set up for four (4) children)

Paper bags
Scissors
Different colour paint
Cut out of hearts (different sizes)
Paint brushes
Glue

Implementation
First, I will have the children think how they want to decorate their treat bags
Then I will have them use the materials available to them on the table to create their bags
After the students have completed their decoration I will ask the children to place their
bag on the drying rack.
Teaching Strategies

Do-It Signals
I will use this strategy by giving the children positive statements so that they have a clearer idea
of what to do such as: tell me how you are going to decorate your treat bag.

Silence
I will use silence to avoid interrupting the children while they are designing their bag, this will
allow the children to have full control over what to do on their treat bags.
 EARLY LEARNING CENTRE LEARNING EXPERIENCE

Age Group: 3-5

Purpose: This activity will allow the children to further develop their creative skills.

Observation: Last week during circle time the children were asked to show their thumbs to
indicate if they were happy/excited (thumbs up) or if they were sad/mad (thumbs down) that day.
When we went around the room asking the children for their reason as to why they had their
thumbs up or down most of the children who had their thumbs up said they were excited that it
was almost Valentines day.

Learning experience: making Valentines day cards (Art)

Objectives: The children will:

10. Demonstrate the skill of (30.2) exploring a variety of tools, materials, and processes of
their own choice) to create drama, dance, music, and visual art forms in familiar and new
ways as they decide how their card will look like (The Kindergarten Program, 2016,
p.318).
11. Enhance their ability to (22.1) communicate their ideas about something through music,
drama, dance, and/or the visual arts as they communicate their ideas of what valentines
day is through the creation of their cards (The Kindergarten Program, 2016, p.316).
12. Develop the skill of (31.3) exploring different elements of design in visual arts as they
explore the different colours they can use to colour their cards (The Kindergarten Program,
2016, p.318).

Materials: (set up for four (4) children)

Pink construction paper (pre folded in half by educator)
Scissors
Crayons
markers
Cut out of hearts (small ones)
Glue
Picture of each student holding a heart saying I love you

Implementation
First, I will have the children write on the cards happy valentines day.
Then I will have them use the materials available to them on the table to create their
cards.
After the students, have completed their decoration I will hand the children their picture
and ask them to glue it in the inside of the card.
Teaching Strategies

Do-It Signals
I will use this strategy by giving the children positive statements so that they have a clearer idea
of what to do such as: tell me how you are going to decorate your card.

Silence
I will use silence to avoid interrupting the children while they are decorating their cards.
 EARLY LEARNING CENTRE LEARNING EXPERIENCE

Age Group: 3-5

Purpose: This activity will allow the children to further develop their cognitive skills.

Observation: Last week during circle time the children were asked to show their thumbs to
indicate if they were happy/excited (thumbs up) or if they were sad/mad (thumbs down) that day.
When we went around the room asking the children for their reason as to why they had their
thumbs up or down most of the children who had their thumbs up said they were excited that it
was almost Valentines day.

Learning experience: colouring by letters (Art)

Objectives: The children will:

13. Demonstrate the skill of (1.5) using language (verbal and non-verbal communication) in
various contexts to connect new experiences with what they already know. They will do
this by matching the colours outline on the paper to the letters (The Kindergarten Program,
2016, p.306).
14. Enhance their ability to (9.1) use reading behaviours to make sense of familiar and
unfamiliar texts in print as they read what colour they need to use for each letter (The
Kindergarten Program, 2016, p.309).
15. Develop the skill of (11 .8) demonstrating knowledge of most letters of the alphabet in
different contexts as they see the letters portrayed all over the picture (The Kindergarten
Program, 2016, p.310).

Materials: (set up for four (4) children)

Paper with picture
Crayons

Implementation
First, I will have the children read what colour they need for each letter.
Then I will have the children pick out the colour they need.
Lastly, I will get the children to colour the picture as they follow the instructions.

Teaching Strategies

Do-It Signals
I will use this strategy by giving the children positive statements so that they have a clearer idea
of what to do such as: tell me which colours we need for the picture.
Challenges
I will challenge the children by saying show me how you can find all the letter As.
 EARLY LEARNING CENTRE LEARNING EXPERIENCE

Age Group: 3-5

Purpose: This activity will allow the children to further develop their counting and spelling
skills

Observation: Child A was playing outside with the snow and started writing his name, then
counted how many letters there was and told child B I have 6 letters in my name.

Learning Experience: Building a snowman with my name (Art/Sensory)

Objectives: The children will:

1. Practice
2. the skill of (1.6) using language (verbal and non-verbal communication) to
communicate their thinking, to reflect, and to solve problems. They will do this as they
tell me how many letters are in their name and therefore how many snowballs they must
draw. (The Kindergarten Program, 2016, p.306)
3. The children will enhance their ability to (3.2) take turns during activity and
discussions. The children will do this as they share the materials needed to complete the
activity (The Kindergarten Program, 2016, p.307).
4. Demonstrate (8.4) control of small muscles while working in a variety of learning areas
and when using a variety of materials or equipment, as they manipulate the
paintbrushes to draw the snowballs and then to write each letter of their name in the
snowball (The Kindergarten Program, 2016, p.309).

Materials: (set up for two (2) children)

1 sheet of blue paper per student
6 containers of white, orange and black paint (two for each colour)
6 paint brushes (two for each colour)

Implementation:
I will ask the children if they know how to build a snowman.
Then I will tell the children that we are going to be making a snowman with their name
on it.
I will get the children to write their name on the top corner of their paper.
Then I will ask the children to count how many letters are in their name.
After they have told me the number of letters in their name I will ask them to draw the
same number of snowballs plus one more for the head of the snowman.
Once they have done so I will ask the children to write their name on the snowman by
putting one letter of their name in each snowball.
 Once they have completed that they can choose to decorate the rest of the snowmen.

Teaching Strategies:

Invitation
I will motivate to try the children by saying come and see what we are doing.

Performing Task Analysis

I will break the whole task into smaller parts. I will tell the children to first write their name,
then count and so on.
 EARLY LEARNING CENTRE LEARNING EXPERIENCE

Age Group: 3-5

Purpose: This activity will allow the children to further develop their cognitive skills.

Observation: The children were playing outside with the snow and child A told Child B lets
build a snowman!

Learning experience: How to build a snowman (Cognitive)

Objectives: The children will:

16. Demonstrate the skill of (1.5) using language (verbal and non-verbal communication) in
various contexts to connect new experiences with what they already know. They will do
this by sharing with the rest of the group the steps to build a snowman (The Kindergarten
Program, 2016, p.306).
17. Enhance their ability to (9.1) use reading behaviours to make sense of familiar and
unfamiliar texts in print as they read what the paper in front of them says (The
Kindergarten Program, 2016, p.309).
18. Develop the skill of (10.4) using classroom resources to support their writing while writing
the steps on how to build a snowman (The Kindergarten Program, 2016, p.310).

Materials: (set up for five (5) children)

Paper with steps
Pencils
Crayons

Implementation
First, I will ask the children to tell me the steps to build a snowman.
I will pick one student at a time once they have told me the step I will have the children
write it down on the paper.
Repeat this step until all steps have been filled out.
Then have the children draw a picture beside each step
Lastly, have the children colour in the pictures

Teaching Strategies

Do-It Signals
I will use this strategy by giving the children positive statements so that they have a clearer idea
of what to do such as: tell me the steps to build a snowman.
Performing Task Analysis
I will break down the task by asking the students to tell one step first write it down then continue
to the next step.
 EARLY LEARNING CENTRE LEARNING EXPERIENCE

Age Group: 3-5

Purpose: This activity will allow the children to further develop their creative skills.

Observation: The children were playing outside with the snow and child A told Child B lets
build a snowman!

Learning experience: making a snowman (Art)

Objectives: The children will:

19. Demonstrate the skill of (1.5) using language (verbal and non-verbal communication) in
various contexts to connect new experiences with what they already know. They will do
this by communicating why their cutting out the specific part of the snowmen first or last
(The Kindergarten Program, 2016, p.306).
20. Enhance their ability to (22.1) communicate their ideas about something through music,
drama, dance, and/or the visual arts as they create their snowman (The Kindergarten
Program, 2016, p.316).
21. Develop the skill of (24.4) selecting and using tools, equipment, and materials to construct
things (The Kindergarten Program, 2016, p.316).

Materials: (set up for five (5) children)

Paper with snowman parts
Blue construction paper (so they can glue their snowmen on it)
Crayons
Glue
Scissors

Implementation
First, I will have the children colour the parts of the snowman (arms, hat)
Then I will have the students use the scissors to cut out each part of the snowman
Then the children will glue those parts onto the blue construction paper as they build their
snowman.
Lastly, I will have the children add any other details they want to their picture.

Teaching Strategies

Challenges
I will use this strategy by motivating them to create their own solutions: show me how you can
build a snowman.

Performing Task Analysis

I will break down the task by asking the students to tell one step first write it down then continue
to the next step.
 EARLY LEARNING CENTRE LEARNING EXPERIENCE

Age Group: 3-5

Purpose: This activity will allow the children to further develop their writing and thinking skills.

Observation: Last week during circle time a child shared with the group that his mom was going
to throw him a St. Patricks Day party. After circle the children went into the dramatic area and
started decorating for St. Patricks Day.

Learning experience: If I were a leprechaun I would hide my gold? (Cognitive)

Objectives: The children will:

22. Enhance their ability to (10.4) use classroom resources to support their writing while
completing the sentence of where they would hide their gold (The Kindergarten Program,
2016, p.310).
23. Demonstrate the skill of (1.5) using language (verbal and non-verbal communication) in
various contexts to connect new experiences with what they already know, as they share in
the group where they have hidden something they wanted to keep secret (The Kindergarten
Program, 2016, p.306).
24. Develop the skill of (22.1) communicating their ideas about something through music,
drama, dance, and/or the visual arts as they colour in the picture (The Kindergarten
Program, 2016, p.316).

Materials: (set up for five (5) children)

Sheet of paper with the sentence starter: if I were a leprechaun I would hide my gold
Pencils
Crayons

Implementation
I will ask the children if they can tell (one at time) if they have ever hidden something to
keep it secret,
Then I will ask the children to think of where they would hide a pot of gold.
After I will ask the children to write their idea on the paper.
Once they have finished writing out their message I will tell the children to colour the
picture.

Teaching Strategies

Do-It Signals
I will us positive statements to give children a clearer idea of what to do by asking them to tell
me where they would hide their gold.

Challenges
I will challenge the children by asking them to show me how they can sound out the words they
are trying to write.
 EARLY LEARNING CENTRE LEARNING EXPERIENCE

Age Group: 3-5

Purpose: This activity will allow the children to further develop their aesthetic skills.

Observation: Last week during circle time a child shared with the group that his mom was going
to throw him a St. Patricks Day party. After circle the children went into the dramatic area and
started decorating for St. Patricks Day.

Learning experience: creating a St. Patrick's Day craft (Art)

Objectives: The children will:

25. Demonstrate the skill of (1.5) using language (verbal and non-verbal communication) in
various contexts to connect new experiences with what they already know, as they express
how many colours they want to include in their rainbow based on the rainbows they have
seen (The Kindergarten Program, 2016, p.306).
26. Enhance the skill of (30.2) exploring a variety of tools, materials, and processes of their
own choice to create drama, dance, music, and visual art forms in familiar and new ways as
they decide how to make their rainbow (The Kindergarten Program, 2016, p.318).
27. Develop the skill of (31.3) exploring different elements of design in visual arts as they
explore the texture of the pipe cleaners and construction paper (The Kindergarten Program,
2016, p.318).

Materials: (set up for four (4) children)

Pipe cleaners
Glue
Tape
Construction paper (black and blue)
Cotton balls (to make the cloud)
Yellow Pom Pom balls (for the gold)

Implementation
First, I will ask the children if they have seen a rainbow before
Then I will tell them that we are going to make a rainbow with a pot of gold for St.
Patricks Day.
I will hand the students the materials
I will tell them to make a cloud
Then make a rainbow
I will help the children tape the pipe cleaners once they have created their rainbow
 Once they have their rainbow I will ask to use the black construction paper and cut it out
in the shape of a pot
Once they have cut and glued on the pot I will ask them to use the Pom Pom balls to
make their gold.
Finally, I will ask the children to place their craft to the drying rack.

Teaching Strategies

Performing Task Analysis

I will break the task down by first asking the children to create a cloud then a rainbow and so on
until the whole picture in completed.

Hand-Over-Hand
I will aid in completing the task of the rainbow by providing extra support while the children
grab the pieces of tape they will need.
 EARLY LEARNING CENTRE LEARNING EXPERIENCE

Age Group: 3-5

Purpose: This activity will allow the children to further explore shaving cream and food
colouring while digging for coins.

Observation: Last week during circle time a child shared with the group that his mom was going
to throw him a St. Patricks Day party. After circle the children went into the dramatic area and
started decorating for St. Patricks Day.

Learning Experience: Digging for lucky coins (Sensory)

Objectives: The children will:

5. Practice the skill of (1.2) listening and responding to others, both verbally and non-
verbally as they express how the shaving cream feels on their hands (The Kindergarten
Program, 2016, p.306).
6. Enhance their ability to (1.4) sustain interactions in different contexts as they
communicate with their peers on how many coins they have found (The Kindergarten
Program, 2016, p.306).
7. Demonstrate (1.9) their ability to describe personal experiences, using vocabulary and
details appropriate to the situation. They will do this as they talk about what they do
that helps them find things that are hidden (The Kindergarten Program, 2016, p.307).

Materials: (set up for four (4) children at a time)

Shaving cream
Food colouring (green)
Lucky coins (green or yellow)
Spoon
Smocks

Implementation:
I will ask the children by a show of hands who likes to dig for hidden things.
I will tell the children that the sensory bin has some lucky coins waiting to be found.
I will pick four children who want to try the activity to head to the sensory area.

Teaching Strategies:

Sensory Engagement
I will allow the children to have firsthand experience and contact with the shaving cream.
The children will be able to see and touch the cream thus letting them explore its contents
further.
Questions
I will ask the children questions like:
What does it feel like?
Can you find the coins that are hidden?
 EARLY LEARNING CENTRE LEARNING EXPERIENCE

Age Group: 3-5

Purpose: This activity will allow the children to further develop their creative skills.

Observation: while the children were playing outside one of them was wearing a shirt with
flowers. Child A asked child B why she had that on. Child B replied that she was excited it was
almost spring and that's when flowers come back to life.

Learning experience: Making a flower (Art)

Objectives: The children will:

28. Demonstrate the skill of (30.2) exploring a variety of tools, materials, and processes of
their own choice to create drama, dance, music, and visual art forms in familiar and new
ways as they decide how many petals their flowers will have, and what colour their flower
will be (The Kindergarten Program, 2016, p.318).
29. Enhance their ability to (24.3) make predictions and observations as part of the process of
creating and designing as they observe if they need to add more petals or if their flower
needs more colour (The Kindergarten Program, 2016, p.316).
30. Develop the skill of (31.3) exploring different elements of design in visual arts as they
explore the way to make a flower out of a paper plate (The Kindergarten Program, 2016,
p.318).

Materials: (set up for four (4) children)

Paper plates (small)
Scissors
Crayons
Glue
Popsicle sticks
Construction paper (green)

Implementation
First, I will have the children think which colour they want their flower to be
Then I will have them use the materials available to them on the table to make their
flowers
After the students have created their flower, I will ask them to place them in their binders
where all their work is kept.

Teaching Strategies
Do-It Signals
I will use this strategy by giving the children positive statements so that they have a clearer idea
of what to do such as: tell me how you are going to make your flower.

Silence
I will use silence to avoid interrupting the children while they are designing their flower, this will
allow the children to have full control over what their flower will look like.
 EARLY LEARNING CENTRE LEARNING EXPERIENCE

Age Group: 3-5

Purpose: This activity will allow the children to further develop their creative skills.

Observation: while the children were playing outside one of them was wearing a shirt with
flowers. Child A asked child B why she had that on. Child B replied that she was excited it was
almost spring and that's when flowers come back to life.

Learning experience: Making a butterfly (Art)

Objectives: The children will:

31. Demonstrate the skill of (30.2) exploring a variety of tools, materials, and processes of
their own choice to create drama, dance, music, and visual art forms in familiar and new
ways as they use all the tools provided to them to create a beautiful butterfly (The
Kindergarten Program, 2016, p.318).
32. Enhance their ability to (24.3) make predictions and observations as part of the process of
creating and designing as they observe if they need to add more colour to their wings or
more glue so the wings will stick on the popsicle stick (The Kindergarten Program, 2016,
p.316).
33. Develop the skill of (31.3) exploring different elements of design in visual arts as they
explore they decide which design they want to make on their butterflys wings (The
Kindergarten Program, 2016, p.318).

Materials: (set up for four (4) children)

Paper with butterfly wing template
Scissors
Crayons
Glue
Popsicle sticks

Implementation
First, I will have the children think of how they want to decorate their butterfly
Then I will have them use the materials available to them on the table to make their
butterfly
I will ask the children to cut out the wings
Then the children will use a popsicle stick and glue in the middle of the two wings to
create the butterflys body
After that the students will use the crayons to design their butterflys wings
 After the students, have created their butterfly, I will ask them to place them in their
binders where all their work is kept.

Teaching Strategies

Performance Task Analysis

I will break down whole task into smaller parts by providing step by step instructions on how to
put together their butterfly.

Silence
I will use silence to avoid interrupting the children while they are designing their butterfly to
give them full control over their design.
 Group Learning Experience Planning Sheet

Age Group: 3-5

Learning Experience: Inquiry lesson

Programming Purpose
We as a class have been focusing a lot on letter and sound recognition.

Objective
Develop the skill to (11 .8) demonstrate knowledge of most letters of the alphabet in different
contexts as they see the letters on the board then on the rug (The Kindergarten Program, 2016,
p.310).

Materials:
Game: Alphabet marks the spot

Modifications: No modifications needed.

Opening (Introduction)
Sing come to the carpet, sit down here.
We have been learning a lot about how letters look and how they sound. Today I want to play a
game so that you can show me how amazing you are at findings the letters.

Body (content)
1. Ask children to tell me the name of the letters I am pointing to in the board (Do-It
signals)
2. Ask if they are ready to play the game.
3. Acknowledge appropriate behaviour (ex: thank you for sitting so quietly while I explain
the rules of the game) (Behaviour reflection)
4. Begin the game
5. Ask the children to raise their hand if they want to participate
6. Then I will pick a child (if they are JK's I will say the name of the letter and ask them to
find it. If they are SK's I will make the sound of the letter and ask them to find the letter
and tell me the name of it) (Telling, Explaining, and Informing)
7. Repeat the steps until all children have had a turn
8. End lesson

Closing (Ending)
Today you showed me how much you know! I hope you enjoyed the game as much as I did.
Sing song: " Bella have a seat, have a seat, have a seat. Bella have a seat on your chair please."
(Tune: Shortinin' Bread). Sing song until all the children have taken a seat at their desks.

Transition
To facilitate the transition, the last line of the song sung above will be "... it's time for lunch".