Celebration Show-and-Tell

Overview

This final lesson of the unit “Celebrations Around the World” gives students a chance to share what they learned. They choose one celebration from the unit and present it to the class using simple show-and-tell prompts.

Learning intentions

• Year 0–2 students will share one celebration they remember learning about.
• Students will describe what happens during the celebration in simple terms.
• Students will name at least one special thing about the celebration (food, music, clothing, or symbols).
• Students will listen respectfully to others and ask/answer simple questions.

Success criteria

• I can tell the class the name of my chosen celebration.
• I can say what people do during the celebration (one or two things).
• I can show or describe something special (a picture, object, or drawing).
• I can listen while others share and respond politely.

Curriculum links

• Social Sciences: learning about people, places, and environments through exploring cultural practices.
• Developing understanding of how communities celebrate important times and events.
• Building communication skills through speaking, listening, and sharing ideas with others.
• Confidence and respect in group discussions (key idea: participating and contributing).

Lesson structure (45 minutes)

1. 0–5 min · Welcome and reset. Teacher greets students, revisits class discussion rules (listen, be kind, take turns), and briefly reminds them this is the final show-and-tell.

2. 5–12 min · Model a celebration talk. Teacher models a short, age-appropriate example: “My celebration is _____. People _____. We might see ____ (food/music/clothing). I think it is special because ____.” Students practise repeating the sentence starters with the teacher.

3. 12–18 min · Choose and prepare. Teacher shows celebration prompt cards (Name, What people do, What we see/feel, Special part) and lets students select their chosen celebration. Students get a worksheet/page or planning strip and select a “show” item: drawing, printed picture, or a small classroom-safe prop.

4. 18–30 min · Show-and-tell sharing rounds. Teacher sets up a clear sharing routine (for example, 1 minute per student; timer visible; classmates silent listening). Students take turns presenting using the prompts. After each share, teacher or classmates ask one simple question (e.g., “What happens next?” “What special thing did you choose?”). For Year 0–2, responses can be oral or pointing.

5. 30–38 min · Class reflection (What we learned). Teacher leads a guided whole-class reflection: “Which celebration did you like hearing about?” “What did people do?” “How are celebrations the same and different?” Students contribute by turning and talking, then sharing one idea as a class. Teacher records key words on a chart (e.g., food, dancing, costumes, prayers, family).

6. 38–45 min · Quick closing + exit ticket. Teacher completes a final recap: “We respect and celebrate differences.” Students complete a fast exit ticket: circle or draw their chosen celebration and one thing people do (teacher can read prompts for Year 0–1).

Resources

• Celebration prompt cards (Name, What people do, Special thing, Why it matters)
• Student planning strip/worksheet (1 page)
• Timer (visible to class)
• Drawing paper, coloured pencils/markers
• Printed celebration pictures from the unit
• Classroom-safe props or object box (optional)
• Anchor chart: “Listening rules” and sentence starters

Assessment

• Formative: teacher listens for each student using the prompts (name, action, special thing).
• Formative: teacher notes participation and respectful listening during others’ turns.
• Exit ticket: teacher checks whether students can identify their celebration and one action/feature.

Differentiation

• Support:
• Use sentence starters and a picture bank to help students choose words.
• Allow pointing to pictures/objects instead of longer speaking (especially for Year 0–1).
• Provide one-on-one support during preparation for students who need help selecting a celebration.
• Challenge/extension (without increasing complexity):
• Invite students to add a “feeling” statement: “I think it is fun/peaceful because…”
• Encourage one extra detail for some students (e.g., “There is music” or “People wear…”).
• EAL/SEN considerations:
• Accept non-standard pronunciation and focus on meaning.
• Offer bilingual picture support where available; keep instructions short and repeat key words.
• Pair students with a supportive buddy for the reflection segment.