Activity: Ms. Jill’s Toy Box The teacher introduces the Toy Box and takes out five familiar toys one by one: ball, doll, teddy, game, and plane. The teacher asks, “What’s this?” and students identify each toy. As each toy is introduced, the teacher places its corresponding picture card on the board.

The teacher places the remaining four toy picture cards (bat, marble, train, and kite) on the board and asks, “What’s this?” Students respond, “This is my ___.” The teacher briefly reviews each toy and reinforces the sentence structure.

The teacher shows different toys in big and small sizes and asks, “Is it big or small?” Students respond, “It’s big.” or “It’s small.” The teacher alternates between whole-class responses and individual students and uses different toys to keep the review quick and engaging.

The teacher shows different toys in different colors and asks, “What color is it?” Students respond, “It’s ___.” The teacher uses a variety of toy pictures and alternates between whole-class responses and individual students.

The teacher explains that students will play three rounds of Rock, Paper, Scissors. Instead of saying “Rock, Paper, Scissors,” students say the target sentence before showing their hand. Round 1 – Toys: The teacher shows a toy on the screen and asks, “What’s this?” The whole class answers, “This is my ___.” One student from each team is then called to the front. The teacher asks them the same question, they answer, and then play RPS. Round 2 – Size: The teacher shows a big or small toy and asks, “Is it big or small?” Students answer, “It’s big/small.” One student from each team comes to the front, answers the question, and plays RPS. Round 3 – Color: The teacher shows a colored toy and asks, “What color is it?” Students answer, “It’s ___.” One student from each team comes to the front, answers the question, and plays RPS.

The teacher models the complete description using one toy. The teacher elicits each sentence from the class and builds the model on the board: Hi! My name is Ms. Jill. This is my ball. It’s big. It’s pink. I love my ball. Students then repeat the complete description together. The teacher shows one more toy and briefly elicits the description before introducing the pair activity.

The teacher asks students to get their own toys and stand with their team. Students find a partner and take turns describing their toys using the target language. When the bell rings, everyone moves one place clockwise or counterclockwise around their team to have a new partner.

The teacher invites selected students to the front to present their toys to the class. Students use the target language: Hi! My name is ___. This is my ___. It’s big/small. It’s ___. I love my ___. The teacher gives brief praise and encouragement after each presentation.

The teacher asks, “What do we do after playing?” Students respond, “Clean up!” The teacher reminds students to clean up and put their toys away. The teacher plays a short clean-up song while students put their toys away and tidy their spaces.