This ESL lesson plan lists and defines the English vocabulary for family relationships.

English language learners will then practice this new vocabulary with an ESL family tree activity. Teaching language learners the words for talking about their families is often one the first vocabulary lessons offered in the language classroom. Informing students about the terms for family members is especially important if the organization of the family is vastly different in the first language than in English. The goal of this ESL lesson plan is to teach English language learners about the family as organized by English speakers. Students will learn family vocabulary as well as do an ESL family tree activity that allows them to think and talk about their own families. Family ESL Vocabulary

Begin the ESL lesson plan on family by introducing and defining the following vocabulary. Remember that, depending on the native culture of the English language learner, these categories may be identical, similar, or different in the students' first languages.

Singular Plural: Definition aunt aunts: your father's or mother's sister brother brothers: your male sibling brother-in-law brothers-in-law: your spouse's brother child children: your offspring cousin cousins: your aunt's and uncle's child dad dads: your male parent (informal) daughter daughters: your female child daughter-in-law daughters-in-law: your child's wife father fathers: your male parent father-in-law fathers-in-law: your spouse's father grandchild grandchildren: your child's child granddaughter granddaughters: your child's female child grandfather grandfathers: your father's or mother's father grandma grandmas: your father's or mother's mother (informal) grandmother grandmothers: your father's or mother's mother grandpa grandpas: your father's or mother's father (informal) grandson grandsons: your child's male child half-brother half-brothers: your male sibling who shares only one biological parent

half-sister half-sisters: your female sibling who shares only one biological parent husband husbands: your male spouse mom moms: your female parent (informal) mother mothers: your female parent mother-in-law mothers-in-law: your spouse's mother nephew nephews: your bother's or sister's son niece nieces: your brother's or sister's daughter parent parents: your mother or father sibling siblings: your brother or sister sister sisters: your female sibling sister-in-law sisters-in-law: your spouse's sister spouse spouses: your husband or wife stepbrother stepbrothers: your non-biological male sibling through marriage stepfather stepfathers: your non-biological male parent through marriage stepmother stepmothers: your non-biological female parent through marriage stepsister stepsisters: your non-biological female sibling through marriage son sons: your male child son-in-law sons-in-law: your child's husband uncle uncles: your father's or mother's brother wife wives: your female spouse

After the English language students are comfortable with the family vocabulary, use the following activity to reinforce the lesson. Begin by having the students fill out their family trees with as many family members as possible. (A sample family tree is available for download.) Then have the ESL students practice their writing skills by writing sentences about their family tree; for example: "Mary Kay is my mother. Nordine is Mary Kay's mother." Writing these types of sentences also gives English language learners practice with possessive determiners and possessive nouns. After the writing section of this activity, have the students practice their English speaking skills by asking each other questions about their families and family trees; for example: "Who is Rachel? Rachel is my mother-in-law. OR My mother-in-law."

By the end of this ESL lesson plan, English language learners should be able to talk about their families and the relationships between family members. Learning how English speakers organize the family is especially important for ESL students whose native cultures have organization systems that are different from that of English speakers.

Teacher Name: Grade: Subject:

Mrs. O Santana

Grade 2 World Languages

Topic:

Students will be able to identify family members. ESOL mother, father, sister, brother, aunt, uncle, cousin, grandmother, grandfather, daughter, son The student will be able to understand that he/she is an important member in a group of people. The student will be able to recognize family members. 1. Student identifies himself/herself. 2. Student relates to immediate family members by name and role. 3. Student relates to extended family members by name and role. 4. Student will be able to write 3 paragraphs about the above objectives. Pictures of family members. Paper, pencil, and crayons. Prepare students by showing pictures of different families. Ask students what they think they will be talking about in this unit. Write their answers in the board. Introduce family members of each picture. Discuss similarities and differences. Talk about the role of each member. Make a chart. Students will draw themselves, and their family. Let them label each member. Let them talk about their pictures. Guide them to write sentences about each picture. Students will use their own pictures to talk about their own families in their own words. They will also read their written paragraph. Discuss how their families may be similar or different. Use rubrics to measure the students oral reports, as well as the written ones. Identify areas of difficulties, as well as those that were relatively easy

Content:

Goals:

Objectives:

Materials:

Introduction:

Development:

Practice:

Checking For Understanding: Closure: Evaluation: Teacher Reflections:

PURPOSE:
This lesson will allow students to explore the family or household unit, of which they are an essential member, as a community. As a class, they will create a Family Album using all of the family pictures brought in by the students. This will allow them to see the number of people the class represents in the community. Duration: Two Thirty-Five Minute Class Periods Objectives: The learner will:

describe the family unit as a community. identify differences in families that make up the class.

Materials:

Family or household pictures or drawings from home that show every member of the household Books about families (see Bibliographical References) A Berenstain Bears book by Stan and Jan Berenstain (Some suggestions are The Berenstain Bears and the Bully, The Berenstain Bears and the Green Eyed Monster, The Berenstain Bears and the In-Crowd, The Berenstain Bears and Too Much Junk Food.) Note to Parents/Guardians (Attachment One)

Handout 1 Note to Parents/Guardian Instructional Procedure(s): Anticipatory Set: Play or sing the Sesame Street song: "The People in Your Neighborhood." Day One:

Read a Berenstain Bears book. (All of these books show family members with clear roles. See the materials list for specific suggestions). Talk about the different roles of each of the family members: 1. Mama seems to be the sensible one who is in charge and helps solve problems. 2. Papa goes along with what mama says, but sometimes is as naughty as the children. 3. Brother gets into trouble sometimes. 4. Sister is the baby of the family.

While reading the book, discuss the problem or conflict, and each family member's contribution to solving the problem.

Encourage the students to brainstorm roles of their family or household members. Start with the students' roles first. What do they do particularly well in their family? Are they the youngest or oldest? How do they contribute to the common good of the group? (Examples might include: following the house rules, taking care of their room, loving mom/dad/siblings.) Ask the students to think about who it is in their family that solves arguments or conflicts. What special talent do they think that person has? Bring each child to the point where they can tell about how each member of the family gives of their time, talents, or treasures to make the household a better place to live.

Day Two:

Allow each student to share his/her family or household picture and tell about the members. (Check that each student has a picture early in the day and allow those who did not bring one to create one prior to the sharing). Give each student a large piece of paper on which to paste his/her family picture. S/he will write or dictate this sentence to be placed on the bottom of the page: "This is ___________'s family. The members from oldest to youngest are _____________________." Staple the pages together to form a book and display it in the classroom library.

Assessment:

Teacher observation of the sharing activity. The completed class book page.

School/Home Connection:

Interactive/Parent/Student Homework:

The Note to Parents/Guardian (see Attachment One) should be sent home after day one. If all the students are drawing pictures, this may be done as an in-class activity.

Note to Parents/Guardian Dear Parent or Guardian, Your child is being asked to bring in a picture of your family or household, either a photograph or one he or she drew, to be added to our classroom "Family Album". Please make sure that your child knows the names of the members in the household. If it is a photo, ask them to rehearse with you when this picture was taken and how old he/she was when the picture was taken. Have your child rank the members from oldest to youngest. Discuss what each member in the household contributes and how important every member is to the family. Your son/daughter should bring the picture back to school and be ready to share it with the class. The picture will be returned. Thank you for your help with this project. (Teacher's Name)

Our Neighborhood as a Community PURPOSE:

As the students learn about communities, their neighborhood becomes a broader picture for them to think about as a place where they are a member and can make a difference. Learning that the community is diverse is important The lesson will introduce some community helpers in whom the learners can put their trust. Duration: Two Thirty-five Minute Class Periods Objectives: The learner will:

identify places where people in their community gather together. describe ways that each member in the neighborhood can work together to make it a nice place to live.

Service Experience: Although this lesson contains a service project example, decisions about service plans and implementation should be made by students, as age appropriate. Learn more about the stages of service-learning. The students will determine what they can do to contribute to their classroom or school community. They will volunteer to do one job. Materials:

The People in your Neighborhood (song) from Sesame Street A piece of colored paper for each student large enough to trace their hand

Instructional Procedure(s): Anticipatory Set: Play the song "The People in your Neighborhood" from Sesame Street. Day One:

Make a list of items in the neighborhood that are shared by others (parks, libraries, etc.). Write them on large newsprint. Ask students who they would trust in their community to help them with certain problems or situations, for example:

Who would you call if you were home alone and heard a strange noise and saw a person walking around your house? Who would you trust to help you if your cat was stuck in a tree? Who could you trust to call if you saw smoke in your house? Create a list of people around the community that can be trusted to help in those situations. (Neighbors could be included in some of the answers.)

Have community speakers come and show the equipment that they need when they help people in the community. Ask the speakers to share what time, talents, and treasures they use to help the community and to discuss why the learners can trust them to do their job. Have your classroom set up into as many stations as you have visiting community volunteers. Rotate the students from station to station approximately every seven to ten minutes. Using a digital or Polaroid camera, take a picture of each helper. (Many public libraries loan these free of charge.) After the visitors leave, ask the children to dictate a few facts that they remember about each helper. Mount the pictures and sentences on large paper and staple into a book for the class library.

Day Two:

Ask: Who needs to help in our community? Allow the students to brainstorm and remind them that: "Everyone is a community helper in our community!" Through class discussion, make a list of jobs that need to be done in the classroom/school common area to make it the best place to learn. Using the colored paper, have each child trace and cut out a hand pattern and label it with their name. Ask each student to decide what one thing on the list they are willing to do for the common good, and attach their hand to the list near that job. Set a time for the "jobs" to be done. Make a list of ways to improve our neighborhoods, for example, build a park with toys, have more sidewalks to ride bikes on, clean up the trash, etc. Ask the learners to decide why these things should be done. Who should do these projects? Discuss who it is in the neighborhood that does take care of the commons areas (those that belong to everyone) in the neighborhood. Do the police officers pick up trash or do volunteer groups? Make a T chart with the headings Volunteer/Work. Ask students to fill in the chart with their knowledge from the community volunteers. Contact your local Michigan Jaycee Chapter (1-800-949-6452) to find out service projects that they contribute to neighborhoods. More resources for civic groups include: Lions Club, Rotary Club, Optimists Club, Civitan Club, etc.

Assessment: Teacher observation of the student responses in creating the class book. Cross-Curriculum Extensions:

Take a neighborhood walk to look for "common" areas. Talk about who is responsible for their care and what needs to be done to keep them as usable resources. Create "I'm a Volunteer" badges for the students to wear as they do the jobs they have selected. They can then wear them home and use it to explain their job.

Bibliographical References:

Brown, Marcia. Stone Soup. Aladdin Paperbacks, 1987. ISBN: 0689711034. Moss, J. The People in Your Neighborhood. Children's Television Workshop: Sony Wonder, 1970. Title of CD: Sesame Street Platinum All-time Favorites. (Although no longer produced for purchase, this CD is readily available for checkout at most public libraries

Our ClassroomThe Community of Fun PURPOSE:

This unit allows the students to share in a fun activity with their other classmates, trusting that everyone will participate fully as a group. They will also work together to accomplish a task such as lifting a parachute. Duration: One Thirty-Five Minute Class Period Objectives: The learner will:

identify why trust is important to a community. explain what is meant by a common resource. compare and contrast how the community functions when rules are followed or not followed.

Materials:

A parachute large enough to have all of your students participate. Check with the P.E. Department for a parachute or order one from www.cptoys.com. Soft balls to bounce on the top

Instructional Procedure(s): Anticipatory Set: Have a box in the front of the room with the parachute hidden inside. Tell the students that the "something" in the box is NOT yours, it's not theirs, it is something that is a "common resource" in the classroom. Define "common." Ask the students to name some items that the whole class can use together that would be fun, but everyone has to work together.

For this day ask the students in advance to wear something blue so that they all have something in common. (Have some blue stickers or blue "smiley" faces ready for any student who forgets.) Have each student grab a side of the parachute and give directions for its use. Examples: Lift high in the sky, go as low as you can go, lift high and bring it behind you and sit downcount to see how long it will stay in the air, add the balls and play popcorn. See Bibliographic References for additional games. Discuss what would happen if one child let go without anybody knowing. Then what would happen if four people let go? Would the parachute go up as high? It is important to trust our friends at school when we are playing games together or working on a project together. Are there other games that we can play as a class? Do they feel like they can trust each other because they are wearing the same color today? What is it that makes them feel like they belong to the class? Do they always have to dress the same, look the same, or act the same to feel like they belong to a group? Talk about the feeling they get when they see somebody doing some of their favorite things? Do they feel they can trust them? Explain that people in a community must agree on some rules and trust that all the members will follow the rules. Ask the students to brainstorm a list of the classroom rules that help everyone to get along together. During the

discussion, especially emphasize those ideas that promote caring for the "common good" in the classroomtoys, books, learning time, furniture, teacher time.

To prepare the students to draw two pictures about the rules for the class, use the following discussion. Think about what would happen if the rules weren't kept. This will give them a start about what to draw. Then talk about what is needed for trust to occur (e.g., honesty, helping one another, following directions, looking out for some body else, not playing tricks on each other, etc.). Have the students fold their paper into quarters. On the left side, draw pictures to show two rules not being followed and on the right side of the paper have them draw the same rules being followed. Then write one sentence describing that rule in action. If you are teaching younger grades have them dictate the rule that corresponds to their pictures.

Assessment:

Teacher observation Student responses assessed according to the following rubric 4 3 2 1 0 Two pictures that illustrate and demonstrate the rules of trust and at least one sentence that describes the rules in action Two pictures and one sentence; or two sentences and one picture Two pictures and no sentences; or two sentences and no picture One picture or one sentence Pictures and /or sentences were not connected with the terms. Student cannot complete the task independently or shows little understanding of the concepts or skills.

FAMILY
Our family comes From many homes, Our hair is straight, Our hair is brown, Our hair is curled, Our eyes are blue, Our skins are different Colors, too. We're girls and boys, We're big and small, We're young and old, We're short and tall. We're everything That we can be And still we are A family. We laugh and cry, We work and play, We help each other Every day. The world's a lovely Place to be Because we are A family.

What is a family? Who is a family? One and another makes two is a family! Baby and father and mother: a family! Parents and sister and brother: a family! All kinds of people can make up a family All kinds of mixtures can make up a family What is a family? Who is a family? The children that lived in a shoe is a family! A pair like a kanga and roo is a family! A calf and a cow that go moo is a family! All kinds of creatures can make up a family All kinds of numbers can make up a family What is a family? Who is a family?

Either a lot or a few is a family; But whether there's ten or there's two in your family, All of your family plus you is a family! Mary Ann Hoberman

Grandmas and Grandpas Grandmas and Grandpas are everything nice. Like presents and candy and raspberry ice. And chocolate fudge sundaes, with cherries on top. And popcorn and peanuts and grape soda pop. In winter or summer, in rain or in sun, Grandmas and Grandpas are wonderful fun!

Cousins are Cozy Cousins are cozy Wherever they're from; They feel like your family Whenever they come. Some people have many; Most people have some. Cousins are cozy, Wherever they're from.

My Family Tree

Fill in the apples (either with photos or with names) to build a family tree. The child (and their siblings) go on the top of the tree. The next row is mom and dad and the bottom row is the two sets of grandparents. The apples are a separate template that you glue on, so different family structures can be represented. Materials: printer paper scissors something to color with (if using the B&W template) glue marker OPTIONAL: photos of the family members Instructions: print out the tree template and the apples template color the template pieces and cut out the apples OPTIONAL: glue a photo to the center of each apple if you aren't using photos, write the name of each family member in the center of the apple Glue the apples onto the tree, starting with yourself (the child) at the top. Include siblings near the top as well. The next row should include parents and the final row, grandparents. OPTIONAL: print the "details" template for each family member. have the children interview each family member to fill in the details about them (where they were born, their brothers and sisters, etc) make a family tree booklet with the family tree on the front and the details sheets for each family member following. Family Tree Template (color) (B&W) Apples Template (color) (B&W) Details Template (color) (B&W)

this is about 4 ft x 2 ft ADDITIONAL IDEAS: Turn this small book into a BIG bulletin board or wall project. To do this, we bought light green, dark green, blue, brown and red poster board. For the base, we glued 1/2 the sheet of light green poster board onto the bottom of the blue poster board. I made a rough apple drawing on a piece of scrap cardboard (I used one of the coloring pages to help me trace on the apple). I cut it out and gave it to Tasha. She traced this template 9 times onto the piece of red poster board and cut out her apples. She used my scrapbooking templates to cut her photos into circles and then glued them onto the apples (but you could just trim the photos free hand). Tasha drew a trunk onto the brown poster board. I showed her how to add little V's to the top to make branches. Tasha cut it out Tasha drew and cut out the top of her tree. I asked her to make sure she drew it nice and tall so there'd be room for the whole family. Tasha glued everything together and then added a couple sticker flowers/fenceposts to make it fancy.

Explain to YOUR students that each family is different and their "planning worksheet" (shown below)
is meant to help them plan their family tree. Students may have to add additional boxes if there are more members in certain sections of their family tree.

I designed this family tree project so that it is not too taxing on parents to help their child with the names required for this project. Parents should know the names of their own brothers and sisters and their children, their mothers and fathers, and their own aunts and uncles (hopefully!)

If you want to go farther back in the family tree for your students' projects (great grandparents, great cousins, etc), there are blank leaves so that you can add this component to your students' projects. Below is an example of the family tree planning worksheet.

This set of family tree lesson plans includes two branch templates and one trunk template.

When these 3 templates are assembled together, the Family Tree measures 18 inches in height and 13 inches in width.

The Family Tree is divided into two parts: the left side is for the mother's family and the right side is for the father's family.

There are 6 branches for the key family members: mother, maternal grandmother, maternal grandfather, father, paternal grandmother, and paternal grandfather. The student leaf is already on the trunk and students should glue leaves for their brothers and sisters in this same trunk area. After the three pieces of the tree have been assembled, students glue the vertical title "My Family Tree" in the middle of the tree.

There are two sizes of leaves. The larger leaves are for the closest family members: student, brothers, sisters, mother, father, and four grandparents. The student, mother, father, and 4 grandparent leaves are already on the branch templates. (see above) The smaller leaves (see below) are for the more distant members of their family tree: aunts, uncles, cousins, great uncles, and great aunts. You will need to print out extra worksheets of the leaves because some students will need more leaves for their brothers, sisters, aunts, uncles, cousins, great uncles, and great aunts

Below I have provided a large visual example of how this family tree project works to illustrate the members of a person's family. This is an example of the mother's branch. The mother's leaf is already on this left branch. Directly opposite (not shown), on the right hand branch, is the father's leaf. Students write the names of each family member inside each leaf. For this example, the mother has one brother and one sister, and these family members are the student's uncle and aunt. The student glues an aunt and uncle leaf onto the mother's branch. The uncle has one child, so one cousin leaf is glued in this place. The aunt has two children, so two cousin leaves are glued in this place. The cousin leaves should be glued so that they are touching their parent's leaf

If you use this format in gluing the leaves on the tree, a student may have a branch that only has their mother's leaf on it, if their mother has no brothers or sisters. On the other hand, the father's branch might be very full if he has 6 brothers and sisters, and they have a lot of children. This unique family tree project provides a very good visual image for your students of what their family tree actually looks like. In the example below, this student has 16 leaves/family members on her mother's side of the family and 20 leaves/family members on her father's side of the family

There is a set of Family Tree color templates (shown below) for you to use for your example that you share with your students provided in this set of Family Tree teaching resources. It is a bit time consuming to color all the branch and leaf templates. I hope that these color printable worksheets help save you time in designing your own example that you display for your students so that they understand how to complete these fun Family Tree projects.

I have provided blank branch, trunk and leaf templates in this set of family tree lesson plans so that you can have your students design this project in any way in which you choose. In this set of templates, the names of the family members are not written on any of the leaves and the 6 closest family members' leaves are not already included on the branches

These family tree lesson plans work well in conjunction with a social studies unit. While students are studying a particular event in history, they could be discovering about their own roots and creating their own family tree. This assignment works well as a week long homework activity for students to complete at home with the help of their parents. Parents will enjoy working on this very different type of homework assignment with their child and sharing information with their son or daughter about the members of their own family

You will be amazed at your students' finished Family Tree projects and the creative ideas that they incorporate into their individual projects. Below: This student has included photographs of her family members on her family tree project. I love that she has included photographs of her dogs laying in the grass and that she considers her dogs as important members of her family. I try to always include a creative writing component to any assignment when I get the chance. My students need all the writing practice that I can squeeze into my lessons. While my students are finding out the names of the members of their family tree from their mothers and fathers, I have my students ask each of their parents to share something interesting about one member of their family they may never have heard about before. Then, my students create a newspaper and it contains two articles. One article is about a member from their mother's side of their family tree, and the other article is about a member from their father's side of the family. I have included all of the components of this Family Tree Newspaper in this set of Family Tree lesson plans. This Family Tree Newspaper set includes an assembling directions printable worksheet and a grading rubric.

This Family Tree Newspaper teaching resources set includes three first draft worksheets.

Students write two newspaper articles about someone on their mother's side of their family and then on their father's side of their family. Students also have to create a comic strip for their newspapers about something interesting that happened to someone who is in their family tree. Below is an example of two of the three first draft printable worksheets.

Family Tree Suggested Grades Objective Materials 5+

Students will examine their family history in order to create a family tree.

butcher paper drawing utensils Explain the concept of the family tree by displaying your own tree (or someone elses- eg. historical figure) for the class. Have students talk to parents, grandparents and other relatives to document as much of their branches as possible. As well, students should attain a little biographical info. on two "colourful" members of their family, and write a paragraph on each to present to the class. Students draw up their tree and display. Present mini-biographies. Variation: Students can utilize the internet to do research (see links below).

Method