teaching resource

My Two Homes Activity

Updated: 08 May 2025

Use this ‘My Two Homes’ activity to explore diverse family structures and encourage students to explore all the places they can call ‘home.’

Editable: Google Slides
Non-Editable: PDF
Pages: 2 Pages
Years: P - 2

Curriculum

ACELY1651

Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledgeElaborationsusing image-making and beginning writing to represent characters and events in written, film and web-based texts (Skills...
ACELY1661

Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagramsElaborationsref...

AC9EFLY06

Create and participate in shared editing of short written texts to record and report ideas and events using some learnt vocabulary, basic sentence boundary punctuation and spelling some consonant–vowel–consonant words correctly
AC9E1LA06

Understand that a simple sentence consists of a single independent clause representing a single event or idea
AC9E1LY06

Create and re-read to edit short written and/or multimodal texts to report on a topic, express an opinion or recount a real or imagined event, using grammatically correct simple sentences, some topic-specific vocabulary, sentence boundary punctuation and correct spelling of some one- and two-syllab
AC9E2LE05

Create and edit literary texts by adapting structures and language features of familiar literary texts through drawing, writing, performance and digital tools
AC9E2LY06

Create and edit short imaginative, informative and persuasive written and/or multimodal texts for familiar audiences, using text structure appropriate to purpose, simple and compound sentences, noun groups and verb groups, topic- specific vocabulary, simple punctuation and common 2-syllable words

VC2EFLY13

Create short texts to explore, record and report ideas and events, using familiar words and beginning writing knowledge <ul> <li>using beginning writing knowledge, sound–letter relationships, known words and punctuation to create short texts</li> <li>using writing and drawing, which may include digital tools, to represent and communicate personal responses to ideas and events experienced through texts</li> </ul>
VC2E1LA06

Understand that a simple sentence consists of a single independent clause representing a single event or idea <ul> <li>knowing that a single event or idea can include a process, a happening or a state (verb), the participant or who or what is involved (noun group/phrase), and the surrounding circumstances (adverb group/phrase), for example ‘Teddy (the participant: who or what is involved) reads (a process, a happening or a state) the book (surrounding circumstances).’</li> <li>understanding that simple sentences answer questions such as ‘What is happening?’ and ‘Who or what is involved?’ along with details such as ‘Where?’, ‘When?’ and ‘How?’</li> </ul>
VC2E1LY13

Create short narrative and informative texts, written and spoken, on personal and learnt topics, including using some topic-specific vocabulary, appropriate multimodal elements, and a structure with an opening, middle and conclusion <ul> <li>applying emerging knowledge of text structure and grammar when creating text</li> <li>using learning area vocabulary when creating text</li> <li>creating digital images and composing a story or information sequence on-screen using images and captions</li> </ul>
VC2E2LY11

Create short narrative, informative and persuasive texts for familiar audiences using simple text structures, topic-specific vocabulary and multimodal elements as appropriate <ul> <li>creating texts so that readers and/or audiences follow the sequence of ideas or events, using vocabulary (including topic-specific vocabulary) appropriate for the purpose</li> <li>using digital tools to create texts</li> <li>using simple and compound sentences correctly and flexibly to express and combine ideas</li> </ul>
VC2E2LY12

Re-read and edit texts for spelling, sentence boundary punctuation and text structure <ul> <li>reviewing and developing sentences; for example, adding prepositional phrases such as ‘with a long tail’ to improve descriptions</li> <li>editing by adding, deleting or changing vocabulary to improve a text; for example, replacing an everyday noun with a topic-specific one</li> <li>reviewing sentences for grammatical accuracy, for example use of pronouns</li> </ul>

teaching resource

My Two Homes Activity

Updated: 08 May 2025

Use this ‘My Two Homes’ activity to explore diverse family structures and encourage students to explore all the places they can call ‘home.’

Editable: Google Slides
Non-Editable: PDF
Pages: 2 Pages
Years: P - 2

Use this ‘My Two Homes’ activity to explore diverse family structures and encourage students to explore all the places they can call ‘home.’

Home is Where the Heart is With Our ‘My Two Homes’ Activity!

My Two Homes is a thoughtful and engaging two-part worksheet activity designed to help students explore the concept of ‘home’ through a personal and emotional lens. In the first worksheet, students use a visual brainstorming web to identify up to six places that feel like home—whether it’s where they sleep, feel safe, are surrounded by love or simply belong.

The second worksheet invites students to choose the two most meaningful locations and expand on them with detailed drawings and reflective writing using the prompt “___ feels like home because…”. This My Two Homes activity encourages social-emotional learning and fosters a deeper understanding of diverse family structures and experiences, making it a perfect addition to identity units, classroom community building or SEL lessons.

Using Our My Home Activity

Preparing and using our my home activity is easy! Here is a simple guide to get you started:

Preparation

Download the resource in the format of your choice and then print one copy of each worksheet for every student.
Consider printing on cardboard and providing crayons, markers or colored pencils if you’d like students to create more vibrant illustrations.

Instructions

Introduce the Concept
Begin with a story or class discussion about what ‘home’ means. Emphasise that home isn’t always just a physical place—it can be anywhere a person feels safe, loved, or like they belong. Use guiding questions like:
- Where do you feel most comfortable?
- Where do you feel loved or accepted?
- Can a person have more than one home?
Worksheet 1 – ‘My Many Homes’
Hand out the first worksheet. Ask students to brainstorm all of the places that feel like home to them, sharing their ideas through words or drawings in each of the circles.
Worksheet 2 – ‘Two Homes’
After completing the web, have students choose the two places that feel the most like home to them. Then give them the second worksheet and instruct them to draw a more in-depth picture of each place and finish the sentence starter at the bottom, explaining their choices.

Extension Ideas for This My Two Homes Activity

Create a class book or display with the completed worksheets.
Pair with writing assignments or personal narratives about belonging and identity.
Use as part of a unit on family, community or SEL (Social-Emotional Learning).

Download This My Home Worksheet Set

This my home worksheet set is available in both Google Slides and PDF formats. To download, click the drop-down arrow on the download button and choose the version that works best for you.

This resource was created by Kendall Britnell, a teacher and a Teach Starter collaborator.

Additional My Home and My Family Activities

If you are looking for more my home or my family activities, you have come to the right place. Check out the resources below!

teaching resource

Our Class is a Family Activity Flipbook

Start building a classroom community from day one with a printable ‘Our Class is a Family’ flipbook.

teaching resource

My Home – Worksheets

A set of 4 worksheets that allow students to describe the special and important features of their home.

teaching resource

All About My Family - Family Tree Project

Use a printable set of family tree templates and graphic organizers to help you students learn about their families.

Curriculum

ACELY1651

Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledgeElaborationsusing image-making and beginning writing to represent characters and events in written, film and web-based texts (Skills...
ACELY1661

Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagramsElaborationsref...

AC9EFLY06

Create and participate in shared editing of short written texts to record and report ideas and events using some learnt vocabulary, basic sentence boundary punctuation and spelling some consonant–vowel–consonant words correctly
AC9E1LA06

Understand that a simple sentence consists of a single independent clause representing a single event or idea
AC9E1LY06

Create and re-read to edit short written and/or multimodal texts to report on a topic, express an opinion or recount a real or imagined event, using grammatically correct simple sentences, some topic-specific vocabulary, sentence boundary punctuation and correct spelling of some one- and two-syllab
AC9E2LE05

Create and edit literary texts by adapting structures and language features of familiar literary texts through drawing, writing, performance and digital tools
AC9E2LY06

Create and edit short imaginative, informative and persuasive written and/or multimodal texts for familiar audiences, using text structure appropriate to purpose, simple and compound sentences, noun groups and verb groups, topic- specific vocabulary, simple punctuation and common 2-syllable words

VC2EFLY13

Create short texts to explore, record and report ideas and events, using familiar words and beginning writing knowledge <ul> <li>using beginning writing knowledge, sound–letter relationships, known words and punctuation to create short texts</li> <li>using writing and drawing, which may include digital tools, to represent and communicate personal responses to ideas and events experienced through texts</li> </ul>
VC2E1LA06

Understand that a simple sentence consists of a single independent clause representing a single event or idea <ul> <li>knowing that a single event or idea can include a process, a happening or a state (verb), the participant or who or what is involved (noun group/phrase), and the surrounding circumstances (adverb group/phrase), for example ‘Teddy (the participant: who or what is involved) reads (a process, a happening or a state) the book (surrounding circumstances).’</li> <li>understanding that simple sentences answer questions such as ‘What is happening?’ and ‘Who or what is involved?’ along with details such as ‘Where?’, ‘When?’ and ‘How?’</li> </ul>
VC2E1LY13

Create short narrative and informative texts, written and spoken, on personal and learnt topics, including using some topic-specific vocabulary, appropriate multimodal elements, and a structure with an opening, middle and conclusion <ul> <li>applying emerging knowledge of text structure and grammar when creating text</li> <li>using learning area vocabulary when creating text</li> <li>creating digital images and composing a story or information sequence on-screen using images and captions</li> </ul>
VC2E2LY11

Create short narrative, informative and persuasive texts for familiar audiences using simple text structures, topic-specific vocabulary and multimodal elements as appropriate <ul> <li>creating texts so that readers and/or audiences follow the sequence of ideas or events, using vocabulary (including topic-specific vocabulary) appropriate for the purpose</li> <li>using digital tools to create texts</li> <li>using simple and compound sentences correctly and flexibly to express and combine ideas</li> </ul>
VC2E2LY12

Re-read and edit texts for spelling, sentence boundary punctuation and text structure <ul> <li>reviewing and developing sentences; for example, adding prepositional phrases such as ‘with a long tail’ to improve descriptions</li> <li>editing by adding, deleting or changing vocabulary to improve a text; for example, replacing an everyday noun with a topic-specific one</li> <li>reviewing sentences for grammatical accuracy, for example use of pronouns</li> </ul>

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