How Many Seasons of All in the Family

Notes:

This is a great lesson to teach little ones as they completely empathize the concept of family unit.  It includes finger puppet activities.

IMPORTANT: if possible, enquire the parents before 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 ain.

Lesson Procedure:

Warm Up and Maintenance:

See our "Warm Upwardly & Wrap Up" folio.

New Learning and Practise:

i. Do "Teacher's Family Photos Time" activity
If you can bring in photos of your family, this is a great activity to do. Likewise try to encourage your students to bring in photos of their family unit - you'll need to accommodate this with the parents before the lesson. If you lot can't bring in photos, run into the culling below.

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

Adjacent have out some other photograph (east.1000. your father) and again ask "Who is this?". Elicit and teach the family unit vocab and stick the photo in one of the squares and write the word (e.g. "male parent") nether the photo. Do for all of the following: father, mother, blood brother, sister, grandfather, grandmother - you may not have some of these family unit members, merely for the sake of this lesson, use photos of friends, etc., and pretend they are your blood brother, grandmother, etc.

Your students will really relish seeing your family photos and volition probably ask questions - feel free to extend the data you requite on your family members, especially if it reviews previous lessons, such equally ages and jobs. Also, you can practice/review describing vocab (e.grand. blond hair, big eyes, etc.).

Alternative: If yous 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 will more often than not believe y'all (and may even be quite impressed!).

2. Practise "Students' Family Photos Time" activity
If your students accept brought in photos of themselves and their families, this is a great activity to practise. If not, go to step iii.

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

Next, you lot are going to play a guessing game - hold upward a photo of 1 of your pupil'southward family members (e.grand. Hugo's sister) and become everyone to guess whose family the person belongs to. Elicit family vocab (e.thousand. "It'southward Hugo's sis") and identify the photograph on the board in the correct place (e.g., for Hugo's sister, information technology would go in the row of Hugo's photo and in the sister column).

Keep holding up randomly selected photos of your students' family members and placing on the board until your board is total of family photos.

iii. Make "My Family Tree" Posters
Give out a piece of colored structure paper / card to each student. They are each going to brand a family tree poster of their family unit. Begin by demonstrating the activity - with a green and brown crayon draw a large tree, filling up the whole piece of newspaper. At the top write in large letters "My family". Then, either stick your photos family photos onto the tree or depict pictures of your family unit (grandparents at the elevation, adjacent your parents and you lot and your siblings at the lesser). Finally, nether each family fellow member photograph/picture write the vocab (grandfather, mother, etc.).
Now get your students to exercise the same. If they brought in photos they can use them on their poster - if non, encourage them to draw pictures of their family members. Students can copy the words from your affiche (display information technology conspicuously).

Finally, take each student pin their affiche to the walls of the classroom. Ask each educatee questions (e.g. Is that you mother? What is your brother's name? How former is your sis?).

NOTE: Depending on the level of your students you can accept them write more than information about their family members on the poster (eastward.one thousand. names, ages, jobs, etc.). Students tin can fifty-fifty draw pictures of their pets.

4. Make and play with Finger Puppets
For the vocal nosotros are going to use finger puppets (utilize the "Finger Family Arts and crafts" sheet). Earlier grade, print and cutting out the finger puppets. We have colour and black & white versions of the craft sheet - if using the black & white version, take your students color in the puppets earlier starting the song. Then adhere the puppets to each students' fingers past taping the straps effectually the finger - 3 puppets on each manus.

Next, check everyone understands which puppet is which - say "Everybody wiggle grandfather" - brand sure you are wearing your finger puppets as well then you can demonstrate. Get through each puppet, fluctuant fingers. And then play a quick game: say "Wiggle the sis" and everyone has to chop-chop jerk the correct one. Do for a few rounds until everyone has got the hang of information technology.

five. Sing "The Family Song"
Play the song and sing along - wiggling the correct boob for each poesy (eastward.g. verse 1 is "father"). If everyone enjoyed the song, play information technology again.

Lyrics for "The Family Song"

Verse one:
Hullo father, Hello father,
How are you lot? How are you?
I'm fine thank you, I'k fine thank you,
Encounter you soon, Encounter you soon.

Verse two:
How-do-you-do female parent, Hello mother,
How are you? How are you?
I'chiliad fine thank yous, I'one thousand fine thanks,
Run into you lot soon, See you soon.

Verse 3:
Hi brother, Hullo blood brother,
How are you? How are you?
I'm fine thank you, I'thousand fine thank you,
See you soon, See yous shortly.

Verse 4:
Howdy sister, Hello sister,
How are you lot? How are you?
I'm fine cheers, I'm fine thank you,
See you before long, See you shortly.

Verse 5:
Hello grandfather, Hello grandpa,
How are you lot? How are you lot?
I'm fine thank you, I'm fine thank you lot,
Run into you soon, See you soon.

Verse 6:
Hullo grandmother, Hello grandmother,
How are you? How are you?
I'm fine cheers, I'm fine thank you,
Run across you presently, Come across you presently.

Verse 7:
Howdy family, Hello family,
How are you lot? How are yous?
I'm fine cheers, I'thou fine thank you,
Encounter you before long, Run across you soon.

(download MP3 here)

Gestures for "The Family unit Song"

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

• before the vocal, aid everyone to put on the puppets - there are 6 puppets altogether, 3 on each hand.
• every bit the vocal plays, students wiggle the puppet for that particular verse (e.g. in Poesy ane 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 stream in form to sing along with (Internet connection required):

half dozen. Play "Finger Boob Conversations"
By now, everyone should take the idea of the structures from the song, and so we are going to accept some fun office-plays with the finger puppets. First model with one educatee. Hold up one finger puppet (east.g. mother) and go the other student to hold up 1 finger (e.grand. grandfather). Office-play a fun chat, for instance:

T: Hello granddaddy.
Southward: Hullo female parent.
T: How are yous?
Southward: I'm fine, thank you. How are you?
T: I'm fine, thanks. See y'all soon.
S: Encounter you presently.

Then you lot can change finger puppets and practise the conversation again. Depending on level, yous can also throw in a few more questions, such as, "What's your name?", "How old are yous?", "Where do you lot live?", etc.

Now the class can role-play. Put everyone into pairs and set a timer to one infinitesimal. Shout "Outset!" and the pairs should office-play with unlike puppets until the timer goes off. And then shout "Change partners!" and everyone finds a new partner for some other one-minute conversation. Keep going for a few rounds.

seven. Read classroom reader "The Monster Family unit"
We'll end the lesson with a fun story. Before grade, download and impress off the reader "The Monster Family unit". You may have already used this reader in the Body Parts lesson - if then, this will exist a good review (kids loves returning to favorite stories). As you become through each page, betoken to the pictures, elicit each key body word, and take your students approximate which family member each monster is, for example:

Teacher: Which family member is this? (pointing at the monster on page ii)
Students: Sister?
Teacher: Yes, right! It'southward Petty Monster'southward sis. And what are these?
Students: Shoulders!
Teacher: Yes, big shoulders! Anybody, 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 big shoulders.
etc.

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

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Alternatively, spotter our video version of the reader (Cyberspace connection required):

Wrap Up:

1. Assign Homework: "My Family" 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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