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

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