Grade R My Family Lesson Plan: Life Skills

Lesson Plan Title:
Grade R Life Skills Lesson Plan: My Family

Materials Needed:
– Family-themed storybook (e.g., “All Kinds of Families” by Mary Ann Hoberman)
– Chart paper and markers
– Crayons and drawing paper
– Family flashcards
– Interactive whiteboard or chart for drawing
– Stickers or small reward tokens

Learning Objectives:
– Identify and describe family members and their roles.
– Recognise the diversity of families.
– Use basic vocabulary related to family structures.
– Understand the importance of families in our lives.
– Demonstrate listening and communication skills during activities.

Vocabulary:
1. Family – A group of people related to each other.
2. Parent – A mother or father.
3. Sibling – A brother or sister.
4. Grandparent – A grandmother or grandfather.
5. Home – The place where a family lives.

Previous Learning:
Students have been learning about “My Body” and “My Emotions”. This has helped them understand themselves, which will now expand to understanding their family and the roles within it.

Anticipated Challenges and Solutions:
Challenge: Students might feel shy or unsure about sharing information about their family.
Solution: Encourage sharing through positive reinforcement and provide an inclusive environment that values all family structures.

Beginning Activities (4 minutes):
1. Introduction (2 minutes): Greet the students warmly, establish a friendly atmosphere, and explain that today we will talk about families.
2. Story Reading (2 minutes): Read a short, family-themed storybook to engage the students and introduce the topic.

Middle Activities (32 minutes):
1. Discussion and Explanation (10 minutes): Discuss the different types of families and the roles of family members. Use family flashcards to illustrate different family members (parents, siblings, grandparents, etc.). Encourage students to share who lives with them at home.
2. Interactive Activity (12 minutes): On chart paper, draw a simple house and ask students to come up one by one and draw or place a sticker representing a family member inside the house. Explain each role as they add to the picture.
3. Drawing Activity (10 minutes): Hand out drawing paper and crayons. Ask students to draw their own family and label each member. Walk around to provide support and encourage them to share stories about their drawings.

End Activities (4 minutes):
1. Sharing (2 minutes): Allow volunteers to share their family drawings with the class.
2. Exit Ticket (2 minutes): Ask each student to name one family member and one thing they like to do with their family member. Reward them with a sticker or token for participating.

Assessment and Checks for Understanding:
– Participation in the interactive family drawing on chart paper.
– Student engagement and responses during the discussion.
– Review of the students’ family drawings to ensure they identify and label family members correctly.
– Responses during the exit ticket activity.

Differentiation Strategies for Diverse Learners:
Scaffolding: Provide pre-drawn templates for students who might have difficulty drawing. Offer additional vocabulary support for English language learners with pictures and translations.
Extension: For advanced students, provide additional activities like writing a short sentence about each family member or sharing a family tradition.

Teaching Notes:
– Incorporate diverse family structures in the lesson to ensure inclusivity (e.g., single-parent families, extended families, foster families, etc.)
– Emphasise that all kinds of families are unique and special.
– Encourage open communication and create an accepting environment where students feel safe sharing about their families.
– Ensure the classroom setup is conducive to movement and interaction during the drawing activity.

Accessibility Considerations:
– Ensure all drawing materials are within easy reach of all students.
– Provide large-print or tactile family flashcards for students with visual impairments.
– Offer verbal descriptions and extra help for students with auditory or learning disabilities to ensure inclusion in all activities and discussions.

This structured and inclusive approach will ensure that Grade R students learn about their families in a supportive and engaging manner, reinforcing their understanding of familial roles and the importance of family.

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