4.  Music. 
     If possible, the music may correlate with the thought of the
     lesson.  If not, let it be devotional and adapted to the children
     in words and melody.

  5.  Handwork or other form of expression material. 
     Cutting and pasting pictures in notebooks; coloring, or other such
     work, to be done either in the classroom or at home.

III. Mode of Procedure—­the Presentation, or Instruction.

  1.  Greetings to the class—­opening prayer and
  song.

  2.  Introduction of the lesson and telling of the
  story.

  3.  Discussion, questions and illustrations to reveal: 
    a.  The many beautiful gifts which God had given Adam and Eve, and
    which he gives us.
    b.  How Adam and Eve were allowed to have everything except just
    one thing among many.  Application of this thought to child’s life
    at home, etc.
    c.  How Adam and Eve yielded to temptation and disobeyed.  Practical
    application to child’s life.
    d.  How Adam and Eve felt ashamed and guilty after they had disobeyed
    God, and how they tried to hide from him.  This can be made very real
    to children.
    e.  How punishment follows disobedience.
    f.  Why we must ask for forgiveness when we have been disobedient.

  4.  Summary, or brief restatement of chief impressions to carry away,
  and of applications to be made in the week ahead by the children
  themselves.

  5.  Closing prayer and song.

Adapting the lesson plan to its uses.—­It is, of course, evident that lesson plans can be made of all degrees of complexity and completeness.  With a little practice the teacher can easily decide the kind of plan that best suits himself and his particular grade of work.  On the one hand, the plan should not be so detailed as to become burdensome to follow in the lesson hour.  On the other hand, it should not be so brief and sketchy as not to bring out the significant elements of the lesson.

Different grades of pupils and different subjects will require different lesson plans.  It is probable, however, that the three major heads of “Aims,” “Material,” and “Mode of Procedure” will prove serviceable in all plan making.  While the teacher should have his plan book at hand in the recitation, he must not become its slave, nor allow its use to kill spontaneity and responsiveness in his teaching.  Both the subject matter and the day’s plan should be so well mastered that no more than an occasional glance at the details in the plan book will be required.  Nothing must be allowed to come between the teacher’s best personality and his class.