Where My Family Came From Lesson Plans Elementary

Notes:

This is a not bad lesson to teach niggling ones equally they completely sympathize the concept of family.  It includes finger puppet activities.

Important: if possible, ask the parents earlier class to arrange for their kids to bring in family unit photos – parents, grandparents, brothers, sisters, themselves.  Also, bring in a few family photos of your own.

Lesson Procedure:

Warm Up and Maintenance:

See our "Warm Up & Wrap Upwardly" page.

New Learning and Practice:

1. Practice "Instructor'south Family unit Photos Time" activity
If you can bring in photos of your family, this is a great action to do. Also attempt to encourage your students to bring in photos of their family - you'll need to arrange this with the parents earlier the lesson. If y'all tin't bring in photos, encounter the alternative below.

Draw 7 squares on the meridian of your board in a row (encounter epitome beneath). Hold upwardly a photo of yourself and ask "Who is this?". Elicit that information technology is yous, stick the photo inside the middle foursquare and write your proper name under the photo.

Side by side have out another photograph (e.thou. your father) and again ask "Who is this?". Elicit and teach the family unit vocab and stick the photo in ane of the squares and write the word (e.g. "father") nether the photo. Practice for all of the post-obit: father, mother, brother, sister, grandfather, grandmother - you may not have some of these family members, but for the sake of this lesson, use photos of friends, etc., and pretend they are your brother, grandmother, etc.

Your students volition really enjoy seeing your family photos and volition probably ask questions - feel costless to extend the data y'all give on your family members, particularly if it reviews previous lessons, such as ages and jobs. Also, you can practice/review describing vocab (eastward.chiliad. blond hair, big eyes, etc.).

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

2. Do "Students' Family Photos Time" activeness
If your students have brought in photos of themselves and their families, this is a neat activeness to do. If not, go to footstep 3.

On the lath, under the row of 7 photos of your family you are going to place photos from each of the students' families. First, hold up the photos of the students in your class and elicit who they are - each time, stick their photo in the middle column and write their names underneath.

Adjacent, you are going to play a guessing game - hold upward a photo of one of your student's family unit members (e.yard. Hugo'due south sister) and go everyone to estimate whose family the person belongs to. Elicit family unit vocab (eastward.grand. "Information technology's Hugo'southward sister") and identify the photo on the board in the correct place (east.g., for Hugo's sister, information technology would go in the row of Hugo'due south photograph and in the sister column).

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

3. Make "My Family unit Tree" Posters
Give out a piece of colored structure paper / card to each student. They are each going to make a family tree poster of their family. Begin by demonstrating the activity - with a light-green and dark-brown crayon depict a large tree, filling up the whole piece of paper. At the acme write in large letters "My family". Then, either stick your photos family photos onto the tree or draw pictures of your family unit (grandparents at the elevation, next your parents and you lot and your siblings at the lesser). Finally, under each family fellow member photo/picture write the vocab (gramps, mother, etc.).
Now get your students to do the same. If they brought in photos they can use them on their poster - if not, encourage them to describe pictures of their family members. Students can re-create the words from your poster (display information technology conspicuously).

Finally, take each student pivot their poster to the walls of the classroom. Inquire each student questions (e.yard. Is that you mother? What is your brother'southward proper name? How sometime is your sister?).

Annotation: Depending on the level of your students y'all can have them write more than information about their family members on the poster (e.m. names, ages, jobs, etc.). Students tin even describe pictures of their pets.

4. Make and play with Finger Puppets
For the song nosotros are going to use finger puppets (use the "Finger Family Craft" sheet). Before form, print and cut out the finger puppets. We take color and blackness & white versions of the arts and crafts sheet - if using the black & white version, have your students color in the puppets earlier starting the song. So attach the puppets to each students' fingers by taping the straps around the finger - 3 puppets on each hand.

Adjacent, check everyone understands which puppet is which - say "Everybody wiggle granddaddy" - make sure you are wearing your finger puppets besides so y'all can demonstrate. Go through each puppet, fluctuant fingers. Then play a quick game: say "Wiggle the sister" and everyone has to quickly jerk the right ane. Do for a few rounds until everyone has got the hang of it.

5. Sing "The Family Song"
Play the vocal and sing along - wiggling the correct puppet for each poetry (e.g. poesy 1 is "father"). If everyone enjoyed the song, play it once more than.

Lyrics for "The Family Vocal"

Verse 1:
Hello begetter, Howdy father,
How are you? How are y'all?
I'm fine cheers, I'm fine thank you,
See y'all shortly, See you soon.

Verse 2:
How-do-you-do mother, How-do-you-do mother,
How are you? How are you?
I'm fine thank you, I'k fine thank you,
Encounter you soon, Run into yous presently.

Poesy 3:
Hello brother, Hello brother,
How are yous? How are yous?
I'm fine give thanks you lot, I'grand fine give thanks yous,
See you before long, See you lot soon.

Poetry 4:
Hullo sis, Hello sis,
How are you? How are you?
I'thousand fine give thanks you, I'k fine thank you,
See you soon, See you shortly.

Verse five:
Howdy grandfather, How-do-you-do grandfather,
How are you? How are you?
I'm fine thanks, I'k fine cheers,
Encounter you soon, See you soon.

Verse half-dozen:
Hello grandmother, Hello grandmother,
How are you? How are y'all?
I'thousand fine cheers, I'one thousand fine thanks,
Run across yous before long, See you before long.

Poesy vii:
Hello family unit, Hello family,
How are you lot? How are you?
I'm fine thank you, I'thou fine thanks,
Run across you presently, See yous presently.

(download MP3 here)

Gestures for "The Family unit Vocal"

For this song students apply finger puppets - cut out the puppets from the "Finger Family Arts and crafts" canvass:

• earlier the vocal, help everyone to put on the puppets - in that location are 6 puppets altogether, 3 on each hand.
• as the song plays, students wiggle the puppet for that particular verse (e.g. in Verse i it is "father") and sing along.
• for the last verse (family) students wiggle all of their finger puppets

We also accept a video that you tin can stream in class to sing forth with (Internet connexion required):

6. Play "Finger Boob Conversations"
Past now, everyone should take the idea of the structures from the song, so we are going to take some fun part-plays with the finger puppets. Showtime model with one student. Concord up one finger boob (e.g. mother) and get the other pupil to hold upwards one finger (e.thousand. granddad). Role-play a fun chat, for example:

T: Hullo grandfather.
South: Hello female parent.
T: How are y'all?
S: I'm fine, thank you lot. How are yous?
T: I'm fine, thank you. See you lot shortly.
Southward: See you before long.

Then you lot tin can change finger puppets and practise the chat again. Depending on level, you can likewise throw in a few more questions, such every bit, "What's your name?", "How sometime are you?", "Where do you live?", etc.

Now the grade tin part-play. Put everyone into pairs and prepare a timer to 1 minute. Shout "Start!" and the pairs should role-play with different puppets until the timer goes off. Then shout "Change partners!" and everyone finds a new partner for another i-minute conversation. Keep going for a few rounds.

7. Read classroom reader "The Monster Family unit"
We'll end the lesson with a fun story. Before course, download and impress off the reader "The Monster Family". Y'all may accept already used this reader in the Body Parts lesson - if and then, this will be a good review (kids loves returning to favorite stories). As you go through each page, indicate to the pictures, elicit each cardinal trunk give-and-take, and have your students judge which family fellow member each monster is, for example:

Teacher: Which family unit member is this? (pointing at the monster on page 2)
Students: Sister?
Teacher: Yes, right! It'due south Niggling Monster'due south sister. And what are these?
Students: Shoulders!
Teacher: Yes, large shoulders! Everyone, touch your shoulders (touching shoulders).
Students: (Touching shoulders) Shoulders!
Teacher: What color are her shoulders?
Students: Pink!
Teacher: Right! (Reading) This is my sister. She has large shoulders.
etc.

Get the students actually involved in the story by asking lots of questions (east.g. eliciting colors) and getting them to touch on and say the parts of the body in the story.

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

Wrap Upwardly:

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

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

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