Family Portraits Activity

Learning Area

Languages – Italian
Year Levels: 5-6
Duration: 60 minutes
Class size: 30 students

---

Lesson Title

Creating Family Portraits

---

WALT (We Are Learning To)

Illustrate and label family members in Italian accurately.

---

Success Criteria

• Students can identify and label at least 4 family members correctly in Italian.
• Students will demonstrate understanding of family vocabulary through visual representation.
• Extended learners write simple descriptions for family members using short sentences.

---

Curriculum Links

This lesson aligns with the Western Australian Curriculum for Languages (Italian) for Years 5–6, specifically:

• AC9LIT6C05: Create and present a range of informative and imaginative spoken, written, and multimodal texts using modelled sentence structures to sequence information and appropriate conventions .
• Focus on family-related vocabulary and formulaic expressions, supporting cultural understanding of Italian family life (e.g., "La mia famiglia è ...").
• Developing understanding of gender and number in noun-adjective agreement through family member terms (masculine/feminine, singular/plural) as per AC9LIT6U02 recommendations.
• Using clear fonts and multimodal presentations supports the curriculum's inclusiveness and caters for diverse learners, including those with dyslexia.

---

Resources

• Plain white A4 or A3 paper
• Colour pencils, markers (including bold, easy-to-read fonts for labels)
• Family portrait templates (scaffolded support sheets for some students)
• Flashcards/images of family members with Italian labels (il padre, la madre, il fratello, la sorella, il nonno, la nonna)
• Word bank sheet with family vocabulary
• Example family portrait model with labels showing gender agreement
• Sentence prompts for extensions (e.g., "La mia mamma è…", "Il mio fratello ha … anni")

---

Lesson Breakdown

1. Introduction (10 minutes)

• Begin with a brief warm-up reviewing previously learned family member vocabulary in Italian (e.g., mother, father, brother, sister, grandmother, grandfather).
• Use flashcards and choral repetition to reinforce pronunciation.
• Show an example of a labeled family portrait on the board/projector, emphasising correct spelling and gender agreement.
• Explain the task: each student will create their own family portrait and label at least 4 members in Italian.

2. Main Activity – Creating Family Portraits (35 minutes)

• Step 1: Students draw a family portrait including at least 4 family members. Provide a template for students needing additional support (differentiation).
• Step 2: Students label each family member using the word bank and flashcards as reference, writing in bold or clear font (to support students with dyslexia).
• Step 3 (Extension): Advanced students write short sentences next to at least two family members describing them simply, e.g., "La mia sorella è gentile." or "Il mio nonno ha capelli bianchi."
• Teacher circulates to provide individual support, checking accuracy of labels and assisting with spelling and grammar.

3. Sharing and Reflection (10 minutes)

• Invite volunteers to share their family portrait with the class in Italian, practising saying the family members’ names aloud.
• Discuss cultural similarities and differences briefly, e.g., Italian families often eat together or go for a walk ("La famiglia fa la passeggiata in piazza").
• Reinforce the vocabulary learned and praise efforts using positive feedback.

4. Plenary and Assessment (5 minutes)

• Quick oral quiz: Teacher names a family member in English; students respond in Italian to show understanding.
• Collect portraits for formative assessment focusing on accurate labelling and appropriate use of vocabulary according to success criteria.

---

Differentiation Strategies

• Provide family portrait templates for students who benefit from structured support.
• Use visual aids, word banks, and bilingual labels for EAL/D learners or those requiring extra vocabulary support.
• Support dyslexic learners by using clear, sans-serif, bold fonts on all printed materials and encourage use of pencil for corrections.
• Allow use of speech-to-text technology or scribe assistance for students with writing difficulties.

---

Extension Activities

• Encourage advanced learners to write a short descriptive paragraph for each family member in Italian, including adjectives and simple verbs (e.g., "Mio padre è alto e lavora in ufficio.").
• Create a small digital slideshow or poster incorporating photos of their real family and labeling family members in Italian (for homework or next lesson).
• Role-play activities: students introduce their family members in Italian to a partner using their portrait.

---

Teacher Notes

• This lesson fosters cultural understanding by linking language to real-world family contexts, an approach encouraged by the Western Australian Curriculum to enhance intercultural competence.
• Emphasise Italian pronunciation and gender agreement during the labeling stage as these are key competencies in Year 5-6 language learning.
• The visual and kinaesthetic nature of the activity supports diverse learning styles and literacy needs.

---

By carefully following this plan, teachers will ensure that students reach the learning objective while being engaged through a creative, multimodal task that honours the Australian Curriculum's focus on communicative competence and cultural understanding in Languages learning.