Show pictures and introduce attribute word vocabulary. These are pictures I got from searching the words through Google images. Post the pictures and words on the white board.
(Note that short hair length on the woman is long hair on the man)
tall short has short hair has long hair has dark skin has light skin
heavy thin has big ears has big feet blonde has brown hair
bald has gray hair
The family characterics chart is introduced with a review of family relationships.
Questions are presented orally and in print.
Students are encouraged to write their responses on white boards .
Who is tall?
Who is short?
Who has short hair?Who has long hair?
Who has dark skin?
Who has light skin?
Who is heavy?
Who is thin?
Who has big ears?
Who has big feet?
Who is blonde?
Who has brown hair?
Who is bald?
Who has gray hair?
Students are divided into four groups to work with a volunteer. Each group gets a smaller version of the word vocabulary, a family characteristics tree posted on foam core, an Oxford Picture Dictionary, a set of “who am I “ questions.
My brother has big ears and my sister has big feet. Who am I?
My niece is heavy and my husband is blonde. Who am I?
My brother is tall and my sister has long hair. Who am I?
My son-in-law has dark skin and my wife has glasses. Who am I?
My daughter-in-law is short and my husband is bald.
Who am I?
My brother-in-law has a mustache and my other brother-in-law has short hair. Who am I?
My mother has gray hair and my nephew has blonde hair like me. Who am I?
My grandfather is bald and my sister is very thin. Who am I?
My cousins have dark skin and my sister has no hair. Who am I?
My uncle wears glasses, my cousin is blonde, and my sister has curly hair. Who am I?
I can’t talk. I am a baby! Who am I?
As groups returned, we did the Raggedy Ann packman activity to practice “left, right, up and down”.
We ended class with a rousing version of head, shoulders, knees and toes.