Primary

GRADE K/1 LESSON PLAN

Lesson 2: Families

Students compare their families with the O'Reilly family. They get the details of the O'Reilly family from the O'Reilly family story.

Prescribed Learning Outcomes

Society and Culture

It is expected that students will:

• Describe how families can be similar and different

Organization & Scheduling

Suggested time: 30 minutes

Materials & Resources

• Chart paper and felt pen(s)
• Possibly the O'Reilly Family Story (if you are doing it separately from the first lesson on families, the story can be printed out and read to the class)

Choose 2 or 3 topics from the following list:

• Number of family members
• Number of pets
• Number of family members right handed/left handed
• Type of pets
• Number of brothers vs. number of sisters
• Names of pets
• Which families sit down for dinner (yes or no)
• Who has their own bedroom (yes or no)
• Both parents work, dad works, mom works
• Who has mom, dad, mom and dad

Create charts for the topics you have chosen. The categories are given (feel free to make your own as well). In the first column, write a list of the student's names, include yourself. Add Kathleen O'Reilly as the last name. If you are unsure about how the charts are set up, look at the attached example.

Suggested Procedure

1. If you haven't already done so, read the story of the O'Reilly Family.

2. Have all the students check off the category that applies to them, beside their name on the chart (see topics above and chart example below-the charts should be created ahead of time). The student’s love to check the correct category themselves but it’s a good idea to have the rest of the class working at another project/assignment while 2 or 3 students check their categories on the charts you have made. Once they are done, call the next ones up. The teacher may have to be present since some of the students may not know their own information.

3. As a class, discuss what Kathleen would have put in the chart and mark it down on the charts beside her name.

4. Have the students raise their hands if they had the same category as Kathleen's. Do the same for the students that had different categories from Kathleen's (choose some other students to compare to).

Possible Assessment

Create a checklist with the student's names and the following skills to check off:

• Student is able to differentiate between categories (would happen while he/she is recording his/her information in the chart)
• Student is able to make connections between the responses of others and his/her own experience (this is done as a class after the recording is finished)
• Student is able to logically categorize his/her responses (would also happen while he/she is recording information)

Adaptations

Have the students partner up with someone else in the classroom that share a similar feature/category (ex: both have only moms and no dads). Do the same with differences.

For students that can write, have them write out one similarity and one difference of their own family and Kathleen's. Put possible answers (from the topic list) on the board for them (otherwise you will be spelling everything for them).

Extensions

Visit Point Ellice House as a class to compare each student's house to Kathleen's house. Have the students pick out one similarity and one difference.

Chart Example

Number of Family Members

Names 2 3 4 5 6 or more

John

Brendan

Cindy

Matt

Lucy

Click here to download a printable version of this lesson.