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Lesson Plan B :
=** F **** AMILY **** R **** EUNION ** (available in [|PDF]) = Created by Michelle Safadi -- AMES 1. P **** REPARATION **

Review and practice vocabulary and structure Family Reunion activity – speed friendshipping
 * Nametags and Family Identity: ** (5 min) **–** Give everyone a nametag as they enter the room and a small piece of paper with a name and a new identity (see sample1, [|see sample2]). The paper includes information about where this person lives, whose son/daughter they are, what they like to do, what they do (student, mother, work, travel, etc.), and their age. (see sample) Students read the information on the paper and write their new names on their nametags.
 * Teacher presents an outline of the day’s goals and activities: **


 * 2. P **** RESENTATION **** /M **** ODELING **


 * Structured output and practice **

Review and practice family vocabulary -- use visuals

Practice greetings and basic introductions I am a doctor. I live in Syria. I have 2 children.

Review vocabulary and structures for asking questions. What do you do? Where do you live? How many children do you have?

Present Learning strategies: • Role play – Act out and/or imagine yourself in different roles in the target language • Cooperate - -Work with others to complete tasks, build confidence, and give and receive feedback


 * Modeling ** : (5- 8 min) Welcome everyone to the family reunion. Set the scene. Tell them that today they will talk to others at the reunion to find out more about them and how they are related.

Teacher tells the class about herself using her new identity. (Have teacher’s identity written on the board or on a transparency so that students see how it correlates with their paper.) Teacher checks for understanding and preps the activity by calling on students and asking them their names. Teacher chooses one student and does an example of the conversation to be used in the activity (see clip).


 * Classroom set up ** : Students sit on each side of a long table (or stand in two lines)facing each other.


 * 3. P **** RACTICE **
 * Communication Tasks and Activities. **

Students talk with the person across from them and get to know them. Students must include a proper greeting and introduction. Using the information from their new identity paper, they try to learn as much as possible about each other in 1 minute. After one minute a bell rings and everyone moves one space to the left (see clip). Play this for about ten rotations. (10 - 15 min).
 * 1. Get to Know the Family with “Speed Friendshipping” **


 * 2. Family Chart – ** Make a large family chart. (see example) Hang it on the wall in front with only the grandparents filled in. Introduce the family chart to “the family”. Ask who is a son or daughter of the grandparents and have them come and fill in their name on the chart. Continue until the whole chart is filled in (see clip). (10 min) Teaching Hint: If not all identities were used. Fill that name in and explain why they are not at the reunion (Dead, working, sleeping, sick, etc.)


 * 3. Family Introductions **
 * Option a – ** Each small family unit gathers in a group and they introduce each other – not themselves, but another family member -- and talk about them (see clip).
 * Option b ** -- Have the immediate families gather and quickly prepare to present their family. Family stands and introduces all the members of the family including what they do and their age (see clip). (10 min)


 * 4. Additional Activities as needed for practice **
 * Contact Information Exchange ** –The family reunion is almost over! Before you go home, quickly gather phone numbers, e-mails, facebook, addresses, etc. from your fictional relatives (10 min).


 * Find someone who . . . ** Each student receives a paper with a list of items related to the family reunion identities (ie. ... likes the color red, makes pizza, lives in Syria, etc. see sample]) The objective is for the students to ask other students questions and fill in names of family members who match the items on the list (see clip). Teaching Hint: Add an element of competition by issuing a challenge to try to fill in all the blanks first or offer a prize to the boy who gets the most and the girl who gets the most. (10 min)

 Reconvene as an “extended family” recap the activities. Use the family chart as a tool to help students summarize what they have learned and accomplished. Have the “family members” say things they know about the people on the chart. (She lives in Bethlehem. He is 25 years old. etc.) a. Write a short “journal entry” about a family member you met at the reunion. b. Use the phone numbers or email addresses you got today at the reunion, to call a “family member” and talk. Ask them more about themselves or arrange a time to get together again.
 * 4. E **** VALUATION **
 * 5. E **** XPANSION **

Lesson Plan C:
Family Council