After reading Carol A. Johnson's book titled "Family", students will create a classroom graph of their family members.
Main Curriculum Tie:
1st Grade - Content
Standard 2 Objective 3
Express relationships in a variety of ways.
- Family book and audio tape by Carol A. Johnson
- blackline copy of family words: father, mother, sister, brother, aunt, uncle,
Families Are Different by Nina Pellegrini (Single parent families,
adoption, grandparents raising children, etc.)
Families around the World by Jenny Vaughan. (Photographs of families
from around the world.)
Loving by Ann Morris (Pictures of families all over the world doing
what all families do—loving each other.)
Houses and Homes by Ann Morris. (Photographs of homes from around
The Family of Earth by Schim Schimmel (Beautiful picture book with
“The earth may look different to each of us, but we share only one
earth.” Use to introduce ecology and our responsibility to take
care of the earth for each other.
We Dream of a World by the Gifted and Talented Students of Pershing
Accelerated School. Students draw and write about their dreams for a world
Background For Teachers:
This lesson is designed to introduce and use the titles of members of
a family. The book Family defines what family member relationships
are: “Who’s my mother’s brother? He’s my uncle. Who’s your Daddy’s
brother? He’s my uncle, too!” Story ends with: “Who is my true family?
Everybody! Everyone and everywhere and every color, too.”
Intended Learning Outcomes:
Intended Learning Outcomes
5. Understand and use basic concepts and skills.
Symbolization, classification, description
Invitation to Learn
Read Family and sing a song with the audiotape.
- As a group, identify the words in the text that name a family member, listing
each on the board as they are found (i.e., mother, father, sister, uncle,
- Review each word, looking at beginning sounds-letters, ending sounds-letters,
number of syllables.
- Revisit text to define each name: What is an aunt? (Mother’s sister
or father’s sister.)
- List each family member’s name in student spelling dictionary for
use in writing.
- Have students cut out one family name card for each member of their family.
- Tape cards to a graph labeled with family titles--father, mother, etc.
- Have the class determine how many fathers, mothers, etc. they have all
together by reading the graph.
- Have students compare the numbers of members in their families. Which group
has more? Which has the least? (This activity could be done in small groups
using a separate graph for each group. You could then compare numbers of family
members between groups.)
- Draw a house with one window for each member of the family. Use details
to personalize the room. For example, if mom is quiet use soft, warm colors.
If a brother likes soccer you could put a soccer ball in the room.
- Use family title names and a house picture to introduce and practice the
concept of a fact family. (Father is the largest number, mother is the middle
number and baby is the smallest of the three numbers.)
- Extend the family concept to include the world as one big family.
- Introduce concept that families come in all sizes. Not all families have
the same family members.
- Read Bread, Bread, Bread by Ann Morris. This book shows families from many
cultures with their ‘bread.’ Bring in different grains (rice,
wheat, corn, oats, millet, etc. to grind in class. Talk about how the different
grain is grown and the different ways it is used by families all over the
world. Make butter (shaking cream in a bottle) and bring in samples of different
kinds of bread to taste.
** (I buy a 12-grain bread mix and use a bread maker to cook the bread in
Families could create a “Family Tree.” Students would then be able
to see which aunt is mom’s sister and which aunt is dad’s sister,
Assessment will depend on which activity or extension you use. Could the students
accurately portray family members? Do they recognize the family name words?
Can they read the information from their graph?
Created Date :
Aug 08 2003 16:14 PM