Aunt Flossieã¢â‚¬â„¢s Hats and Crab Cakes Family Traditions Lesson

Notes:

This is a dandy lesson to teach little ones as they completely sympathise the concept of family unit.  Information technology includes finger boob activities.

IMPORTANT: if possible, ask the parents before class to arrange for their kids to bring in family photos – parents, grandparents, brothers, sisters, themselves.  Besides, bring in a few family photos of your ain.

Lesson Procedure:

Warm Upwardly and Maintenance:

See our "Warm Upwardly & Wrap Up" page.

New Learning and Do:

i. Practise "Teacher's Family Photos Time" activity
If you can bring in photos of your family, this is a great activity to exercise. Also try to encourage your students to bring in photos of their family - you'll need to adapt this with the parents before the lesson. If you can't bring in photos, encounter the alternative below.

Draw 7 squares on the top of your board in a row (see image below). Agree up a photo of yourself and ask "Who is this?". Elicit that it is you, stick the photo inside the middle foursquare and write your proper name nether the photo.

Adjacent accept out another photograph (e.g. your father) and again ask "Who is this?". Elicit and teach the family vocab and stick the photo in one of the squares and write the give-and-take (e.g. "father") under the photo. Practice for all of the following: male parent, mother, blood brother, sister, grandad, grandmother - yous may not have some of these family members, but for the sake of this lesson, utilise photos of friends, etc., and pretend they are your brother, grandmother, etc.

Your students will really bask seeing your family photos and will probably ask questions - experience gratuitous to extend the data you give on your family members, especially if it reviews previous lessons, such equally ages and jobs. Likewise, you can practice/review describing vocab (e.grand. blond hair, large optics, etc.).

Alternative: If you tin can't bring in family photos: instead of using your family photos, cut out pictures of people from magazines and pretend they are your family unit members. Younger kids volition generally believe yous (and may even be quite impressed!).

two. Do "Students' Family unit Photos Time" activeness
If your students have brought in photos of themselves and their families, this is a great activity to exercise. If not, go to stride 3.

On the board, under the row of 7 photos of your family y'all are going to place photos from each of the students' families. Outset, hold upwardly the photos of the students in your class and arm-twist who they are - each time, stick their photo in the center cavalcade and write their names underneath.

Next, you are going to play a guessing game - hold up a photo of one of your student's family members (due east.m. Hugo's sis) and get anybody to guess whose family the person belongs to. Arm-twist family unit vocab (e.thou. "It'south Hugo's sister") and identify the photo on the board in the right identify (e.grand., for Hugo's sister, information technology would go in the row of Hugo's photograph and in the sis column).

Keep holding upwards randomly selected photos of your students' family members and placing on the lath until your lath is full of family unit photos.

iii. Make "My Family Tree" Posters
Give out a piece of colored construction newspaper / menu to each student. They are each going to make a family tree poster of their family. Begin by demonstrating the activity - with a dark-green and brown crayon draw a big tree, filling upwardly the whole slice of newspaper. At the top write in large letters "My family unit". So, either stick your photos family unit photos onto the tree or describe pictures of your family (grandparents at the top, next your parents and you lot and your siblings at the bottom). Finally, under each family member photo/picture write the vocab (grandfather, mother, etc.).
Now go your students to practise the aforementioned. If they brought in photos they tin can use them on their poster - if not, encourage them to draw pictures of their family members. Students can copy the words from your poster (brandish information technology conspicuously).

Finally, accept each student pin their poster to the walls of the classroom. Enquire each student questions (e.chiliad. Is that y'all mother? What is your brother's name? How old is your sister?).

NOTE: Depending on the level of your students you tin can take them write more than data almost their family members on the poster (e.grand. names, ages, jobs, etc.). Students can fifty-fifty draw pictures of their pets.

4. Make and play with Finger Puppets
For the song we are going to use finger puppets (apply the "Finger Family Craft" sheet). Before class, print and cutting out the finger puppets. Nosotros have color and black & white versions of the craft canvas - if using the blackness & white version, have your students color in the puppets earlier starting the song. And so attach the puppets to each students' fingers by taping the straps around the finger - 3 puppets on each mitt.

Next, check everyone understands which puppet is which - say "Everybody jerk grandfather" - make sure you lot are wearing your finger puppets as well so you can demonstrate. Get through each puppet, fluctuant fingers. Then play a quick game: say "Wiggle the sister" and anybody has to quickly wiggle the right i. Do for a few rounds until anybody has got the hang of information technology.

five. Sing "The Family Vocal"
Play the song and sing forth - wiggling the correct puppet for each verse (e.g. poesy i is "male parent"). If everyone enjoyed the song, play it over again.

Lyrics for "The Family Song"

Verse 1:
Hello father, Hello father,
How are y'all? How are you?
I'k fine thank you, I'grand fine thank yous,
Run across you lot soon, Run into you soon.

Verse 2:
Hello mother, How-do-you-do mother,
How are you? How are you?
I'm fine thanks, I'm fine thank you,
See you lot shortly, See you presently.

Poesy three:
Hello brother, Hello brother,
How are you? How are you?
I'm fine cheers, I'grand fine thank you,
See you soon, See you soon.

Verse 4:
Hi sister, Hello sis,
How are you lot? How are yous?
I'g fine thank you, I'1000 fine thank you lot,
See you before long, See yous soon.

Verse 5:
How-do-you-do grandfather, Hi grandfather,
How are you? How are you?
I'm fine thank you, I'thousand fine thank you,
See you soon, Encounter you shortly.

Verse 6:
Howdy grandmother, Hello grandmother,
How are you? How are you?
I'g fine give thanks yous, I'thousand fine thanks,
See you before long, Run across you before long.

Verse 7:
Hello family, Hello family unit,
How are you? How are you?
I'm fine give thanks you, I'grand fine thank you,
Run across you presently, Encounter you shortly.

(download MP3 hither)

Gestures for "The Family Song"

For this song students use finger puppets - cut out the puppets from the "Finger Family Craft" sheet:

• before the vocal, help everyone to put on the puppets - there are 6 puppets altogether, iii on each hand.
• as the vocal plays, students wiggle the puppet for that particular verse (e.g. in Poetry 1 it is "father") and sing along.
• for the last verse (family) students wiggle all of their finger puppets

We besides have a video that y'all can stream in class to sing along with (Net connexion required):

vi. Play "Finger Puppet Conversations"
By now, everyone should have the idea of the structures from the vocal, so we are going to accept some fun part-plays with the finger puppets. Outset model with i student. Hold upwards one finger puppet (e.chiliad. female parent) and become the other student to agree upwardly i finger (eastward.g. grandfather). Office-play a fun conversation, for example:

T: Hello grandfather.
S: Hello mother.
T: How are you?
South: I'm fine, thank you. How are yous?
T: I'chiliad fine, thanks. Come across you lot shortly.
South: Run into you soon.

And so you can change finger puppets and exercise the chat again. Depending on level, you can likewise throw in a few more questions, such as, "What's your name?", "How sometime are you?", "Where do yous alive?", etc.

Now the class tin can function-play. Put everyone into pairs and gear up a timer to i infinitesimal. Shout "Start!" and the pairs should role-play with dissimilar puppets until the timer goes off. Then shout "Change partners!" and everyone finds a new partner for another one-minute conversation. Keep going for a few rounds.

7. Read classroom reader "The Monster Family"
Nosotros'll terminate the lesson with a fun story. Earlier class, download and impress off the reader "The Monster Family". You may have already used this reader in the Trunk Parts lesson - if so, this will exist a good review (kids loves returning to favorite stories). Every bit you lot go through each page, point to the pictures, arm-twist each central torso word, and accept your students judge which family member each monster is, for example:

Teacher: Which family member is this? (pointing at the monster on page two)
Students: Sister?
Teacher: Yeah, correct! Information technology'south Little Monster'southward sister. And what are these?
Students: Shoulders!
Instructor: Yep, big shoulders! Everyone, touch your shoulders (touching shoulders).
Students: (Touching shoulders) Shoulders!
Instructor: What color are her shoulders?
Students: Pink!
Instructor: Correct! (Reading) This is my sister. She has big shoulders.
etc.

Go the students really involved in the story by asking lots of questions (e.g. eliciting colors) and getting them to touch and say the parts of the body in the story.

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Alternatively, lookout man our video version of the reader (Internet connection required):

Wrap Up:

i. Assign Homework: "My Family unit" worksheet.
2. Wrap up the lesson with some ideas from our "Warm Up & Wrap Up" folio.

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Source: https://www.eslkidstuff.com/lesson-plans/family.html

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