Identify and solve problems and make Reflect on and explore a variety of decisions using critical and creative thinking. strategies to learn more effectively. Work effectively with others as Participate as responsible citizens in the life members of a team, group, organisation of local, national, and global communities. and community. Be culturally and aesthetically sensitive Organise and manage themselves and across a range of social contexts. Explore education and career opportunities their activities responsibly and Develop entrepreneurial opportunities. effectively. Collect, analyse, organise and critically evaluate information. Communicate effectively using visual, symbolic and/or language skills in various modes. Use science and technology effectively and critically showing responsibility towards the environment and the health of others. Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation.
7. LESSON OBJECTIVE(S) 7.1 PRE-KNOWLEDGE (Write down learners’ existing knowledge, skills and values) At the start of this lesson the learners should already know… and can do…
Describe personal details about me – name, surname, age
Name who belongs to my family At home – State who I live with, what I do at home Describe and practically show how to work with play dough
7.2 CONCEPTS and NEW KNOWLEDGE
(Write down the new knowledge, skills and values that you are going to teach)
Discuss, converse, dialogue and retell information
Create depictions of family members in 2D and 3D Encourage awareness of line and shape, colour, and contrast Emphasize appropriate use of materials and spatial awareness. 7.3 LESSON OBJECTIVES (Own lesson objectives based on General and Specific Aims from CAPS, written in your own words) By the end of the lesson the learners should be able to…
Orally share information about who belongs to my family and what each member usually does e.g. granny cooks, brother feeds animals, sister does schoolwork, cousin plays. Discuss activities my family does together and/or celebrates - e.g. wedding, good news, birthdays Listen to each other’s sharing of their families with sensitivity. Remember and name some of the family members of at least one other child in the class. Construct figurines out of salt dough. Role-play and dialogue with finger puppets.
7.4 FUTURE LEARNING
(Briefly describe what the learners will learn in the lesson that follows this one)
My contact number and address
Responsibilities I have in my family/at home How I am like my friends, how I am different How people lived long ago - older family members
8. LTSM (Name LTSM you intend using in this lesson and remember to reference ALL your resources (text books, websites, workbooks etc.) under Bibliography in point 7 below. Try and use a number of different items or types of LTSM.)
Photos of teacher’s family
Salt dough (see recipe) Paper Crayons, pencils Scissors, glue String Finger puppets or materials to make puppets, e.g. old gloves, scissors, marker/pen, paper bags, old socks, toilet rolls, newspaper for stuffing, shredded paper for hair; corks and buttons. The Family Song (Addendum D)
9. REFERENCE LIST OF ALL SOURCES CONSULTED
(List all the text books, workbooks, websites etc. that you used to prepare this lesson) https://www.thebarefootmommy.com/2017/06/what-is-family-books/ https://www.eslkidstuff.com/lesson-plans/pdf/family-lesson-plan.pdf Harford, N. & Baird, N. 1997. How to make and use visual aids. Heinemann Skutch, R.1995. Who’s in a family? Tricycle Press.
10. LESSON PHASES:
10.1 INTRODUCTION OF THE LESSON (Time allocated: 10 min) (Give a detailed description of how you greet the learners, how you set the atmosphere for the new lesson, how you awaken the learners’ prior knowledge, and how you create a link between what the learners already know and the new knowledge that you will be presenting. Also explain how the THEME you selected in 8.1 above will help you do this):
1. Learners gather in a circle on the mat or floor or outside away from their desks. Discuss different types of families amongst animals, e.g. elephants are family orientated and usually the mothers lead the group so baby elephants can have more than one mother; with lions the father decides where they go and who is part of the family while the mother hunts and looks after the cubs; with some birds, the father builds the nest and the mother looks after the eggs until they hatch; Some butterflies like the large blue butterfly lay their eggs near ant heaps and then leave them so that the ants take care of the caterpillar when it hatches.
2. Read story book on different types of human families or orally discuss this. Good resource is “Who’s in a Family” by R. Skutch (different types of families in humans and animals) Addendum A. Also look at https://www.thebarefootmommy.com/2017/06/what-is-family-books/ which offers other titles for inclusive books. 3. Discuss sensitively. (Remember, “Who’s in a family? Those who love you the most” (Skutch)) Introduce idea of immediate and extended family. Some questions you could ask to stimulate discussion are: o “How many of you have brothers? sisters?, half-siblings?, step-siblings?, grandparents? o Does anyone know the difference between your immediate family and your extended family? Your immediate family usually refers to those closest to you who live with you. This could be your mother, father, brother, sister and grandparents. Extended family is usually not so close to you such as your cousins. It sometimes happens however that someone who does not stay with you is close to your heart because you like them very much. o How do you know someone is part of your family?”
Note: The teacher could also extend this into another activity on another day by including information from these questions by making a graph to show how many learners in the class have grandparents / brothers/ sisters etc. This then allows the lesson to be integrated with Mathematics.
10.2 DEVELOPMENT – PRESENTING THE NEW KNOWLEDGE
(Time allocated: ~ +/- 20-30 mins) (Give a detailed description of WHAT content you are presenting, HOW you will be presenting it, and WHAT the learners will be doing):
Note to tutor: Teacher chooses ONLY one or two of the following activities for the lesson, depending on the time allowed. NOT ALL activities can be done on one day. The following serve only as examples from which to choose:
Activity 1 1. Bring your own photos or special items about your family. Encourage learners beforehand to bring photos of their family if they have. 2. Teacher shares with children about her/his family (growing up or the one you currently have). Show the learners your photos, placing them in a hierarchy to see who is linked to who, e.g. grandparents on top, then parents and aunts/uncles, below children (so as to get children used to the extended activity in Activity 2, point 6, Addendum B). Show them which you (as teacher) consider your immediate family members and which your extended family members. Everyone is still family. 3. Learners turn to a classmate and ask questions about their classmate’s family and what the members enjoy doing or celebrating. 4. Select learners to give oral feedback on what they know about their classmate (handle sensitively) including one name of a family member of their classmate and something interesting about that member or about what the family celebrates or does usually.
Assessment Exceeded Satisfied Partially satisfied Not satisfied requirements of requirements of requirements of requirements of the Learning the learning the Learning the Learning Outcome Outcomes Outcomes Outcomes Learner can listen attentively to teacher and to class mate Learner can share about her family and what they do Learner can share information about family of another learner
Activity 2 1. Each learner creates his/her own representation of his/her family members using salt dough. (Addendum C). Learners can represent their family members as persons or as association. E.g. food to represent member who cooks at home; a religious symbol for member involved with many religious duties. 2. If there is time, make the salt dough today or alternatively make the day before. When learners are done with their creations, teacher can bake at home and return them to school hardened. 3. Teacher helps learners to frame their family picture or glue sticks around salt dough items to create a makeshift frame. Make sure learners have included themselves in the family depiction. 4. Learners share with each other what each representation means. 5. All products left on theme table for My Family.
Note: This activity can be extended the following day to an activity where learners create their own family trees (pasting pictures onto a tree figure) or placing strings from one picture card to another, e.g. granny picture on top with two aunts, one of whom is looking after me; plus each of their children, my cousins; all pics attached to each other with strings. (Addendum B).
Assessment Exceeded Satisfied Partially satisfied Not satisfied requirements of requirements of requirements of requirements of the Learning the learning the Learning the Learning Outcome Outcomes Outcomes Outcomes Learner can represent members of her family through pictures or created objects
Learner can show
or explain relations/links between family members orally and concretely with string (know difference between immediate and extended family)
Activity 3 1. Make finger puppets representing a made-up family. Give the family a name and include all members that are mentioned in “The Family Song” (Addendum D). 2. You can use old gloves, paper bags, old socks, toilet rolls, corks, etc. and draw or simply make markings on each finger of the glove or cut each finger off the old gloves to use individually. You can also make simple markings on learners’ fingers and encourage those that have good fine motor skills already to help each other, e.g. draw moustache for daddy, draw big red lips for mom, and draw glasses for grandpa. 3. Next, check everyone understands which puppet is which - say "Everybody wiggle grandfather" - make sure you are wearing your finger puppets as well so you can demonstrate. Go through each puppet, wiggling fingers. 4. Then sing "The Family Song" (Addendum D) and sing along - wiggling the correct puppet for each verse (e.g. verse 1 is "father"). 5. Afterwards hand out papers with the lyrics on them. Children circle or shade words the teacher calls out, using a different colour for each word, e.g. circle the word father in purple, circle the word hello in yellow, circle the word mother in red.
Assessment Exceeded Satisfied Partially satisfied Not satisfied requirements of requirements of the requirements of requirements of the Learning learning Outcomes the Learning the Learning Outcome Outcomes Outcomes Learner can create a finger puppet through material or marking on own fingers Learner can associate family members with finger puppets by wiggling it when name called
Activity 4 1. To follow on previous activity, use finger puppets for role-plays. 2. First model with one learner in front of the class. Hold up one finger puppet (e.g. mother) and get the child to hold up one finger (e.g. grandfather). Role-play a fun conversation, for example: T: Hello grandfather. L: Hello mother. T: How are you? L: I'm fine, thank you. How are you? T: I'm fine, thank you. See you soon. L: See you soon. 3. Change finger puppets and do the conversation again. Try using more questions, such as, "What's your name?", "How old are you?", "Where do you live?", “What can you do well?”, “How do you help the family?” 4. Now the class can role-play. Put everyone into pairs and set a timer to one 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 one-minute conversation. Keep going for a few rounds. 5. Try encourage learners to discuss through their play, the different family roles or responsibilities, e.g. Daddy pays for my clothes; My cousin fixes the taps if they get broken; Sister or Brother makes my lunch for school in the morning; I feed the animals after school.
Assessment Exceeded Satisfied Partially satisfied Not satisfied requirements of requirements of requirements of requirements of the Learning the learning the Learning the Learning Outcome Outcomes Outcomes Outcomes Learner can engage in role- play and hold a one-minute conversation Learner can associate roles with people in family
10.3 CONSOLIDATION (Time allocated: 15mins) (Give a detailed description of how you will consolidate the new knowledge, as well as how you incorporate assessment of the objectives and how you will wrap up. Please also mention here any HOMEWORK that you will give the learners): Options: Learners practice writing their names as well as those of the immediate family members and their roles, e.g. mother Rosemary, father Jan, sister Dana, brother Mpho. Learners can also complete word search worksheet in order to identify more sight words. Depending on activity, learners can get together on mat again or elsewhere and share what they have made or learnt.
11. REFLECTION (Briefly reflect on what went well during this lesson, as well as what did not go that well. Discuss what you would CHANGE if you had to teach this lesson again.) Learners enjoyed making their own figurines and sharing about their families. Some did not know their address or contact number. Teacher must have these handy to refer to and give to child if they ask. One learner comes from a children’s home and we discussed she lives with children who are not her real brothers and sisters but who love each other and create a family. The members sometimes change when one leaves and a new one enters. I need to be sensitive when dealing with this issue and not discriminate. Addendum A: Example of inclusive story book, “Who’s in a family?”
Ingredients: 1 cup salt 2 cups of flour ¾ cup of water Food colouring (optional)
Method: 1. In large bowl mix salt and flour together. 2. Gradually stir in water. Mix well until it forms a doughy consistency. 3. Turn the dough onto the bench and knead with your hands until smooth and combined. 4. Make your creations using the salt dough. 5. Place the salt dough creations into the oven at 180C. The amount of time needed to bake depends on the size and thickness of the salt dough creations. __________________________________________________________________________________
Addendum D: The Family Song Lyrics
(sing to tune of Frere Jacques/Brother John) How are you? How are you? Verse 1: I'm fine thank you, I'm fine thank you, Hello father, Hello father, See you soon, See you soon. How are you? How are you? I'm fine thank you, I'm fine thank you, Verse 3: See you soon, See you soon. Hello brother, Hello brother, How are you? How are you? Verse 2: I'm fine thank you, I'm fine thank you, Hello mother, Hello mother, See you soon, See you soon. See you soon, See you soon. Verse 4: Hello sister, Hello sister, Verse 6: How are you? How are you? Hello grandmother, Hello grandmother, I'm fine thank you, I'm fine thank you, How are you? How are you? See you soon, See you soon. I'm fine thank you, I'm fine thank you, See you soon, See you soon.
Verse 5: Verse 7: Hello grandfather, Hello grandfather, Hello family, Hello family, How are you? How are you? How are you? How are you? I'm fine thank you, I'm fine thank you,
Addendum D (use small letters if learners have not cemented capital and small letter associations yet)
