My Favourite Toy

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LESSON 21: My Favourite Toy
Lesson Focus: Object Relationship
Age Group: 2-3 years old
Duration: 30 minutes
LEARNING OBJECTIVES:

  1. Remember: Identify toy properties (colour, size, shape, texture, sound).
  2. Understand: Demonstrate toy usage through clear gestures and voice.
  3. Apply: Create a simple toy description.

MATERIALS:

  1. Visual cue cards: animal characters (e.g., monkey, rabbit, bird, bear, cow, giraffe)
  2. Drum or hand clapper (for start/stop cues)
  3. Floor spots or tape (to define zones: home, food, play, rest)
  4. Optional: soft animal puppets or props (e.g., banana, carrot, worm, fish)
  5. Powerpoint:

 


LESSON PROCEDURES:


1) Begin with Warm-Up (3 minutes)

  • Lead gentle stretches with toy-inspired motions (roll arms like a ball, sway like a teddy).
  • Introduce the idea: “We will explore toys and how they look, feel, and sound.”
  • Invite children to copy 2 toy-inspired movements.

 

2) Present Toy Properties with Senses (6 minutes)

  • Display toy props or cards.
  • Relate each toy to sensory descriptions: 
    • Sight: colour, size, shape (“The ball is round and red.”)
    • Smell: if relevant (e.g., wooden blocks, fabric doll)
    • Touch: soft, hard, smooth, rough (“The teddy is soft and fluffy.”)
    • Hear: noisy, quiet (“The drum is loud. The car is quiet.”)
  • Invite children to describe toys using one sensory word.

 

3) Model Toy Usage (6 minutes)

  • Demonstrate clear gestures for each toy: roll, hug, push, tap, stack.
  • Narrate actions with simple language: “I roll the ball,” “I hug the doll.”
  • Invite children to copy the actions with props or gestures.

4) Guide Toy Description Creation (8 minutes)

  • Prompt children to combine sensory words with toy usage: 
    • “The ball is round and red. It rolls fast.”
    • “The teddy is soft and brown. It gives hugs.”
  • Encourage sequencing: “First tell me how it looks… then how it feels… then what it does.”
  • Invite children to share a short description aloud.

 

5) Facilitate Mini Performance (5 minutes)

  • Offer choice of toy roles.
  • Cue actions with drum or chime.
  • Invite children to act out toy usage, then describe it in one sentence: 
    • “I roll the red ball.”
    • “I hug the soft teddy.”
       

6) Lead Cool-Down and Reflection (2 minutes)

  • Guide calming breaths with toy imagery: “Blow like a car horn… sigh like a teddy.”
  • Ask reflection prompts: “Which toy did you choose? What words describe it?”
  • Invite children to share their favourite toy description.

 

ASSESSMENT

  • Recall (Remember): Observe if children identify toy properties with sensory words.
  • Demonstration (Understand): Observe if children show toy usage with gesture and voice.
  • Description (Apply): Observe if children create a simple toy description using at least one sensory detail.

REMARKS

  • Adapt actions for seated or simplified versions.
  • Use freeze signal consistently; narrate positive examples.
  • Pair toy names with visuals and repeated sensory phrases.
  • Differentiate: 
    • Emerging learners: describe with one property (colour, soft).
    • Advanced learners: combine 2–3 properties with toy usage.
  • Pre-cue transitions (“Ready to describe in 3-2-1”).
  • Arrange floor spots and zones for safe movement.