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Washington State University
College of Education

English Language Learners – Family

The Family

Yu-Chi Chang
David Domer
Tamara Myers

 

Rationale

The family is considered to be the most important institution in many cultures. Roles of different family members may differ from culture to culture, but the basic structure is the same. Understanding the importance of the strength of family, and strong relationships, can be a critical tool for students as they emerge through some of the most influential years of their lives. Exploring and learning about their ancestry through genealogy and creating family trees can help each student to gain a better understanding of their heritage and who they are as individuals.

Much of everyday life in this culture centers on the family. Language learning is cultural learning. Language minority students learning English will benefit greatly from a unit on the family, as it is a strong aspect of culture. At the same time, students will be able to learn about the families, and cultures of their peers.

Our thematic unit is designed for students in the 4th &endash; 6th grades. However, the lessons can be adapted for any grade level K-12. This unit provides opportunities to use all the aspects of language: reading, writing, listening, and speaking throughout various Content areas such as: Language arts, Social Studies, History, Art, and Computer Literacy. Through class discussions, role plays, reflective writing, and critical thinking, students will have an opportunity to further develop their thoughts and reflect upon the concepts learned about family.

 

“My family”

OBJECTIVE: Students will do an activity that will give them the opportunity to form a “family”. After the activity they will be able to explain the organization of their “family,” and act out the roles of their family organization-using vocabulary from the family organization as well as occupations.

FORMATION OF GROUPS: Students will be divided into groups of six to eight by drawing numbers and then grouping together by their numbers and form “families.”

Materials needed: Butcher paper, markers, construction paper, yarn or string, Polaroid camera.

VOCABULARY: Family name, occupation, age, mother, father, parents, son daughter, sister, brother, baby, cousin, aunt, uncle, grandfather, grandmother, wife, husband, in-laws, teacher, doctor, student, lawyer, nurse, mechanic, clerk, pharmacist, secretary

Procedure:

  1. Students practice sample dialogues prepared by the teacher.
  2. Each group comes up with a family name.
  3. Each group forms a “family” by deciding the r5elations to each other.
  4. Each member writes his/her name, age, and occupation on a piece of construction paper and hangs it around their neck with yarn as an ID.
  5. One member of the “family” draws a frame for their family tree(chart) on a large piece of butcher paper to be posted on the wall. Each “family” member writes his/her name, age, and occupation on the chart, and posts it on the wall.
  6. Each “family” takes turns introducing family members to the other “families.”
  7. Teacher takes “family” photos to be posted next to the family trees.

Extension:

  1. An interview and written assignment&emdash;student interviews another student and writes down ten facts about his/her family members.
  2. Each “family” performs a skit about conflict, or problem solving.
  3. Each “family” stays as a group for a month. (optional)

EVALUATION: Written assignments and participation in both production and extension activities will be evaluated.

 

“Visual journals”

OBJECTIVE: Students will design and create their own visual journals, that describe or tell a story about their family. The students will use a variety of different visual resources that they choose and collect individually. The universal nature of visual resources provide opportunities to stimulate discussions, to form connections with others, and to bring together students of different language levels and culture backgrounds to build a learning community.

Materials needed: Visual resources (including, but not limited to, those listed below, cardstock or cardboard to be used for the journal covers (or, construction paper can be laminated after cover design is created), construction paper, scissors, glue, tape, yarn

Procedure:

  • Discover what students know about journals and journal writing.
  • Share your own experiences with visual journals and examples of visual resources that have inspired you.
  • Explore as a class how visual journals could impact and benefit goals of learners.
  • Brainstorm examples of visual resources with students. Some resources may be:
    • post cards memorabilia post-its ribbons
    • photos lists color copies letters
    • receipts borders maps copies
    • quotes art thread clippings
    • graphs original lettering collage stamps
    • labels symbols webs souvenirs
    • computer generated graphics
  • Encourage students to be creative. Even objects like receipts, traffic tickets, or clothing tags have interesting stories behind them. Such stories can provide excellent resources for student generated content.
  • Getting the process started may not be easy. Providing a variety of stimuli and prompts that are interesting, inspiring and relevant to learners is essential for making visual journals expressive, creative and meaningful. Some examples may be:
    • music letters timelines paintings
    • read aloud stories visions nature
    • poems objects dreams feelings

*Time will be provided for “Visual Journals” on a daily basis,throughout the entire unit.

 

FOLLOW-UP/EVALUATION: Students will Present their “Visual Journals” orally to the class at the end of the unit.

 

“Vocabulary bingo”

OBJECTIVE: Students will gain practice in family and occupational vocabulary words through and enjoyable activity. They will practice writing, recognizing, and saying each word while participating in a large or small group.

Materials: Bingo sheets, bowl, vocabulary words to be drawn from the bowl, colored paper (to cut out squares for markers), and scissors.

Procedure:

  1. Write the words on the board.
  2. Review meaning.
  3. Students write the words on their own bingo sheets in random order (no two sheets should look the same).
  4. The teacher calls the first game.
  5. Winners call all others. (Make sure the students say the word as clearly as possible, and hold up the word for everyone to see. When they are sure that everyone is with them, they call out the next word.)

Extension:

  1. Students are assigned to look for more family vocabulary words and bring them to the class to introduce those words to others twice a week.
  2. Play vocabulary bingo with those words they bring in themselves.
  3. Write short stories about their family members by using those vocabulary words.

“Vocabulary Bingo” may be played several times during the unit.

 

“Family tree”

OBJECTIVE: Students will be able to learn about their ancestry through genealogy by the use of a family tree. Students will also gain computer skills using a family tree program.

Materials: Family tree form (for manual entry), Family tree computer software: Family Archive Viewer, Version 4.0(can be downloaded for free—-@www.familytreemaker.com/abtffiv.html).

Procedure:

  1. Each student is given one family tree form.
  2. Students get family information from both their father and mother’s sides; information includes family name, age and occupation of family members, siblings of themselves and their father and mother.
  3. Write down information gathered on their family tree forms.
  4. Students create their won family tree by entering the information on the forms to computer with the family tree software.

Extension:

  1. All students have Presentation to introduce their own family members to all other students by showing their family trees.
  2. Students share their family tradition, memory of family, or things interesting about their family with others in the class.

EVALUATION: Students write what they feel about these activities, and give opinions about what they would learn more about the family topic.

Options:

  • Have older students do a pedigree chart.
  • Have all students do a ancestral photo chart.
  • For a warm-up have the students fill in the “My Family Tree” form in class the best they can, and for homework have them take it home and have their parents help complete the rest of the form,

 

Research your family (name, nationalities, ancestors)

Content areas: Language arts/history/social studies

 

RATIONALE: This activity gives the students an opportunity to do some research and use the library better. It will also give them a better understanding about their “whole” family.

Objectives:

  • Students will compose a research paper by going through the steps of the writing process. (Prewriting, research, revising, editing, and sharing)
  • Students will be able to orally give a sort of Presentation about their family’s history.

Materials:

  • Overhead-for transparencies if any.
  • Video player- if students have any videos to share
  • Black/white board

Procedure:

Preview:

Inform students (Ss) that they will be writing a 2-5-page research paper on their family history. Tell them that may include: their family name, ancestry, nationality, and things that may have happened to a particular racial group, etc.) Explain that in some cultures their names have a special meaning etc.

Present:

Tell the students that they will be going to the library to learn how to use some of the resources for research purposes. Also tell them that thy will be learning the correct way to go about writing a research paper—outlines, prewriting, drafts, etc. Give them some idea on how to go about this paper. For example, talking to their parents, grandparents, aunts, and uncles. After they find out their background, they can then research more into it. For example, if they are Japanese they can write about an aspect of Japanese culture—and so on. After the paper has been written, then have the students give a brief Presentation to the rest of the class.

Follow up:

  • Introduce peer critiquing of papers—–Is the paper clear, grammar, spelling, etc.
  • Focus on a particular culture, from one of the essays and build a lesson around that.

Options:

Instead of writing a research paper, maybe the Ss could invite a family member to come and speak to the class about their ancestry.

Then the class could pick a culture and write a paper on it.

 

THIS FORM MAYBE USED OR ADAPTED TO SUIT THE CONTEXT OF YOUR LESSON.

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Family poems using cinquains

Content areas: Language arts/art

RATIONALE: The purpose of this lesson is to give the Ss a taste of poetry. The Ss will have to use their creative side to write this poem. This may be easier for the students because they are writing from whom they know and love.

Objectives:

  • The Ss will have more of an appreciation for poetry—sense they are writing it.
  • The Ss will reinforce their parts of speech
  • The Ss will orally share their poem with the class.

Materials:

  • Overhead
  • Construction paper
  • Markers
  • Crayons
  • Ribbons, lace, etc.

Procedure:

Preview:

Begin by telling the class the focus of the lesson, which are poems. Then read the class some examples of Cinquains. After the poems have been read, ask the Ss if they could catch the way in which a Ciquain is written.

Present:

A good way to start this is to review the parts of speech; nouns, adjectives, -ing verbs, subject verb agreement. Then tell the Ss that they are now going to write their own Ciquain using a member of their family. Explain how a Ciquain is written if no one caught the style (an overhead may be a good idea).

Example:

1 noun
2 adjectives
3 -ing verbs
1 complete sentence
1 noun

SO

Mother
Shy, Sweet
Caring, Loving, Giving
I miss her when I’m away
Security

Review:

Have the Ss write their own after the example has been shown and questions asked and answered.

Follow up:

Use this for another content area.
Have the Ss type the Cinquain and post it on construction paper—decorate it etc.

Options:

Have the Ss make an audio or video (with the Ts help) tape to bring home
After the poems are finished, when there is a school night etc. have the class read their Ciquains to the audience.

 

Presentation of “visual journals”

OBJECTIVE: Students will gain practice in oral Presentation and communication skills, as well as increase self confidence in speaking and sharing in front of a group. Students will display knowledge they have gained about family.

Materials needed: Completed “Visual Journals.”

Procedure:

  • Students take turns Presenting their “Visual Journals” orally to the class.
    “Visual Journals” are displayed in the classroom.