Lessonplan On All Families Are Special [PDF]

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LESSON PLAN



DATE: April 16th 2012



LEARNING OBJECTIVES



The objective of this Language Arts lesson is to have the students develop a better understanding about the kinds of families we live in today’s society. They will learn to appreciate how every family is special and important by describing their own family structure in discussions with their classmates. 1.To explore the gross motor movement/experiments with series of tasks /To pay attention to sensory and bodily reactions 2.To express ideas, needs and emotions/makes independent choices 3 To participate in a group work/ Listens and participates with others/ To take turns /takes part in decision making. 4 To start and maintain conversation/To express understanding of information received/ Organization of thoughts and ideas and to produce it in the form of writing. 5: To explore and ask questions/To make associations with ideas/ To organize information/express what he/she knows and understands 6 To become involved in an activity and project/ To show interest and use creativity touch.



MELS COMPETENCIES



TIME: 10: 05 – 11: 55



CLASS (Grade or Cycle): 2



DURATION: 50 minutes



TEXT(s): All Families Are Special by Norma Simon Materials: Involving the entire class, the teacher will provide a supply of large colorful papers, smart board and music (optional) will be used. The students will need to have on them glue sticks, coloring crayons and pencils. TIME



LESSON



10 minutes Introduction Invite children to gather at the reading chair. Ask: What makes up a family? Is having a family include a mom, a dad, a brother or a sister? Can you describe the kinds of families you have? (Is it big or small, living together of apart, with two moms or none…) Tell: Inform the class that the typical/ traditional family picture of fifty years ago has undergone many changes. And that we see today`s children live in a two-parent families, single-parent families, adoptive families, foster families, divorced families, and blended families. Tell: Children, I have a special book that I am going to read to you today and I want you to listen carefully to all the different families children like yourself live in. And then after



TIME



LESSON the reading, I am going to ask you all what you thought about it and if you have something you would like to share.



10-15 Development minutes  Start with the book and make sure to have the students’ attention. You can pause at some point to ask if they can relate in a situation similar to the children in the book.  After having read out loud, turn to the smart board, and ask them if they can talk about what they found interesting in the kinds of family structures that appeared in the book. The different families which one child may have different from another child.  Record all answers and questions the students come up with.  Share stories to the class of your own experience growing up and the times you have felt upset or angry about something between your siblings or/and parents. As well as, what you love and enjoy mostly spending time with your family.  Ask them if anyone would like to share a family moment which made them feel in some way or another.  Allow the conservations to develop and give them time to think if they haven’t come up with something.  Involve further discussions about how each and every family is special and important to us. Understanding the means of kinship, how it plays a significant role in shaping the personality and self-image of every child in a family. Include also, about how family life go through times of hardship as well as times of great joy.  Have them think of different ways we can do together to show and express our appreciation towards our families. 25 minutes



Closure/Transition  Students will be asked to draw or sketch on Bristol board of a family portrait including them in it. They will also be asked to write a short paragraph describing what makes their family special to them. Circulate around the class, making sure every student is on task.  After they have finished their work, let them know that everyone’s illustrations be hanged on the classroom wall for everyone to see.  Give them time to complete, not everyone’s work will be done before class is over but they can work on it next class if they have not finished.  Optional: play music as their working on their posters.