LESSON 4
LIFE AND FAMILY

My Family Tree

1. Discuss with students what a family tree is. A family tree is a chart that shows the relationship of family members in tree structure.
2. (Optional) Make a family tree to show students as an example, or show students the template provided in this activity.
3. If needed, introduce or review tree vocabulary words (see below). Add more words if desired and use the images on page 148 as visual aids.
   tree
   branch
   forest
   pine tree
   limb
   leaf/leaves
   trunk
   bark
   root
4. Students first need to create a tree. There are many art options for creating a tree. Some suggestions are listed below. Feel free to combine, alter, or modify the suggestions to best suit the materials available as well as the age and needs of your students.
   a. Draw a tree from observation. If possible, take students to an area outside of the classroom where they can directly observe trees. If paints or crayons are available, students can paint or color their tree when they are back in the classroom.
   b. Create a collage tree. Students can create a tree using collage by cutting out brown and green paper and gluing it together to create the trunk and leaves.
   c. Use printmaking to create a tree. Have students draw the outline of a tree first. Then, have students paint or color the tree trunk and branches brown. If using paint, let the tree trunk paintings dry. Next, have students cut leaf shapes out of old sponges or carve leaf shapes into hard vegetables, like potatoes. Tell students to lightly dip the sponge or vegetable stamp into green paint and then press the stamp onto the trunk and branches of their tree. Have students repeat dipping their stamp into paint and pressing it onto their papers until they have created the leaves for their tree. *TIP: Use various colors of green paint for the leaf prints. Refer to the color mixing section in Appendix A if needed.
5. Have students put their artwork in a safe place for the paint or glue to dry.

1. Show students the structure of a family tree. Draw a family tree chart on the board for students to copy, or use the template below, available in the Reproducible Worksheets section at the end of this lesson. Add extra boxes for brothers, sisters, aunts, or uncles as needed.
2. Tell students to research the names for their family tree artwork. Students may need to ask their parents the names of their grandparents, great-grandparents, aunts, uncles, or other extended family members. Younger students may not be able to provide much information about their extended family and may only be able to make a family tree of their immediate family.
   
3. Once students have researched the names for their family tree, have students add names to their family tree artwork.
4. Students can add names to their family trees several ways. Four options are listed below. Choose an option most appropriate for your class or allow students to choose an option they prefer.
   a. Students can draw name boxes and write their family members’ names directly on their artwork.
   b. Students can write the names of family members on white paper boxes, cut the boxes out, and glue them in the correct place on the tree artwork.
   c. Students can bring in photos from home, cut the family member out of the photograph, and glue the photo in the correct position on the family tree. Make sure students then write the name of the family member under the photo.
   d. Students can create small drawings of their family members and glue them to the correct position on their family tree, writing the names of their family members below the drawings.

1. Review or teach pronouns (a word that can substitute for or replace a noun) to students. If needed, use the chart below as a resource tool.
   
2. Once students have a good understanding of personal pronouns, play a pronoun memorization game.
   a. Have the class sit in a big circle, facing each other.
   b. One student starts by introducing himself or herself, and then saying something about his or her family. For example: “My name is Amira. I have three brothers.”
   c. The next student in the group then introduces himself or herself and says something about his or her family. The second student also has to repeat what was said by the previous student in the circle, changing the personal pronouns. For example: “My name is Tim. I am an only child. This is Amira. She has three brothers.”
   d. The game keeps going around the circle, getting harder each time because more information is added and has to be repeated with the correct personal pronoun.

1. After reviewing personal and possessive pronouns in the circle memorization game, have students find a partner. Tell students to choose somebody they do not usually work with.
2. Choose one family tree picture to use as an example.
3. Tape the student’s family tree picture on the board. Use the picture to model how to talk about what is depicted in the family tree artwork. For example, you might say:
   She has a very big family.
   She has three brothers and two sisters.
   Her grandmother’s name is Mary.
   Her grandfather has the same name as her father.
4. Have students look at their partner’s family tree picture. Tell students to ask questions about their partner’s family tree and practice introducing their partner and his or her family. Remind students to use personal or possessive pronouns.
5. Encourage students to ask questions about the family that is being introduced (specifically questions that require the use of personal or possessive pronouns in the answer). For example, ask questions like:
   What does your brother like to do?
   Possible answer: He likes to play soccer.
   
   What is your favorite thing about your grandmother?
   Possible answer: She is a good cook.
6. Have students listen and keep a tally of the similarities among students’ families. After each student’s family has been introduced, students could then report their findings. For example: Ten people in our class have a brother. Two people in our class have great-grandparents.

1. To review personal pronouns, have students line up at the end of class. Show them a picture of a boy, girl, or animal, or point at yourself or them, and have them indicate which personal pronoun would be used. They can leave when they say the correct pronoun.

TREES

MY FAMILY TREE

Directions: Complete the family tree below.