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Memories

What's Your Story?

Learning Module

Abstract

Wilfred Gordon McDonald Partridge by Mem Fox provides kindergarten-year 1 students (5-7 years of age) with the opportunity to define the term memory and explore how objects can be used as memory triggers. Students are explicitly taught the text type of personal narratives with the unit culminating in writing an autobiograhy scaffolded through Mem Fox's autobigraphy. Students experience first hand how memories can be recorded through people's stories (listening to guest speakers share their life story)and artefacts; visiting Canberra's historic Blundell's Cottage and St John's School House Museum.

Keywords

Memories, Narratives, Autobiography, Mem Fox, Families, Museums

Knowledge Objectives

As a result of completing this module, students will be able to:

EXPERIENTIAL OBJECTIVES

Literacy: Interacting with others

Foundation (Kindy):

(ACELY1646) Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations.

(ACELY1784) Use interaction skills including listening while others speak, using appropriate voice levels, articulation and body language, gestures and eye contact.

Year 1:

(ACELY1656) Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions.

(ACELY1788) Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using appropriate volume and pace.

Literature: Responding to literature

Foundation (Kindy):

(ACELT1783) Share feelings and thoughts about the events and characters in texts

Year 1:

(ACELT1582) Discuss characters and events in a range of literary texts and share personal responses to these texts, making connections with students' own experiences

History: Personal and Family Histories

Foundation (Kindy):

(ACHHK001) Who the people in their family are, where they were born and raised and how they are related to each other

(ACHHK004) How the stories of families and the past can be communicated, for example through photographs, artefacts, books, oral histories, digital media, and museums

Year 1:

(ACHHK029) How the present, past and future are signified by terms indicating time such as ‘a long time ago’, ‘then and now’, ‘now and then’, ‘old and new’, ‘tomorrow’, as well as by dates and changes that may have personal significance, such as birthdays, celebrations and seasons

(ACHHK030) Differences and similarities between students' daily lives and life during their parents’ and grandparents’ childhoods, including family traditions, leisure time and communications.

CONCEPTUAL OBJECTIVES

Literacy: Interpreting, analysing, evaluating

Foundation (Kindy):

(ACELY1650) Use comprehension strategies to understand and discuss texts listened to, viewed or read independently

Year 1:

(ACELY1660) Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features

History: Personal and Family Histories

Foundation (Kindy):

(ACHHK004)How the stories of families and the past can be communicated, for example, through photographs, artefacts, books, oral histories, digital media, and museums

Year 1:

(ACHHK029) How the present, past and future are signified by terms indicating time such as ‘a long time ago’, ‘then and now’, ‘now and then’, ‘old and new’, ‘tomorrow’, as well as by dates and changes that may have personal significance, such as birthdays, celebrations and seasons

(ACHHK030) Differences and similarities between students' daily lives and life during their parents’ and grandparents’ childhoods, including family traditions, leisure time and communications.

Language: Text structure and organisation - Author's Chair

Foundation/Kindy

(ACELA1430) Understand that texts can take many forms, can be very short (for example an exit sign) or quite long (for example an information book or a film) and that stories and informative texts have different purposes

(ACELA1431) Understand that some language in written texts is unlike everyday spoken language

Year 1

(ACELA1447) Understand that the purposes texts serve shape their structure in predictable ways

(ACELA1448) Understand patterns of repetition and contrast in simple texts

ANALYTICAL OBJECTIVES

Language: Text structure and organisation - Punctuation

Foundation (Kindy):

(ACELA1432) Understand that punctuation is a feature of written text different from letters; recognise how capital letters are used for names, and that capital letters and full stops signal the beginning and end of sentences

Year 1:

(ACELA1449) Recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands

Language: Text structure and organisation

Foundation (Kindy):

(ACELA1430) Understand that texts can take many forms, can be very short (for example an exit sign) or quite long (for example an information book or a film) and that stories and informative texts have different purposes

(ACELA1447) Understand that the purposes texts serve shape their structure in predictable ways

(ACELA1450) Understand concepts about print and screen, including how different types of texts are organised using page numbering, tables of content, headings and titles, navigation buttons, bars and links

History: Personal and Family Histories

Foundation/Kindy

(ACHHK004) How the stories of families and the past can be communicated, for example through photographs, artefacts, books, oral histories, digital media, and museums

Year 1

(ACHHK030) Differences and similarities between students' daily lives and life during their parents’ and grandparents’ childhoods, including family traditions, leisure time and communications.

APPLIED OBJECTIVES

Literacy: Creating texts; Post Assessment

Foundation (Kindy):

(ACELY1651) Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge

(ACELY1652) Participate in shared editing of students’ own texts for meaning, spelling, capital letters and full stops

Year 1:

(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 diagrams

(ACELY1662) Reread student's own texts and discuss possible changes to improve meaning, spelling and punctuation

History: Parsonal and Family Histories

Foundation (Kindy):

(ACHHK004) How the stories of families and the past can be communicated, for example through photographs, artefacts, books, oral histories, digital media, and museums

Year 1:

(ACHHK029) How the present, past and future are signified by terms indicating time such as ‘a long time ago’, ‘then and now’, ‘now and then’, ‘old and new’, ‘tomorrow’, as well as by dates and changes that may have personal significance, such as birthdays, celebrations and seasons

General Capabilities

  • Literacy
  • Intercultural Understanding
  • Personal and Social Competence
  • Critical and Creative Thinking

1. Writing a Direct and Indirect Recount

For the Student

The big questions we will investigate in this module are:

Memories: What are they and how can they be recorded?

How do my life experiences affect the memories I have?

How do I write an autobiography?

Why are memories important?

In your table group, take it in turns to share what you did during the holidays. Each person will have 1 minute. I will use the timer on the smartboard.

Write about your school holidays. Don't forget to include when, who, where, what and a feeling.

Listen as your teacher shares some of their childhood memories/personal life story. Recall and write about your teacher's story.

Fig. 1. School holidays are fun!

For the Teacher

Gathering Baseline data

Purpose

To gather baseline data to measure student growth in writing direct and indirect recounts.

Teaching tips

Teacher's write and orally present to the class their personal story, recalling significant events at different points of their life.

Indirect Recount: Students write a recount of their teacher’s childhood memories or simple life story.

Direct Recount: Students write a recount of their school holidays.

Every week students will engage in direct recount writing and use Author's Chair to enhance their writing and reinforce structural and language features of recount.

Work samples will be kept and the same assessment will be conducted at the end of the unit. The direct recount will be an excursion to St John's School House and Blundell's Cottage.

2. What is Special to me?

For the Student

In a mix, pair, share talk about;

- Special people in your life and give a reason why

- Your special place and share why

- A special event and why

- A special object and why

For the Teacher

Recalling memories

Purpose

For students to connect with the unit focus by sharing their special people, a special place, event and object.

Teaching tips

Teacher models each one by sharing their example before the students, mix, pair and share. This will give students the language prompt to use to initiate their sharing of a special person, place, event and object.

3. Wilfred Gordon McDonald Partridge

For the Student

Listen as your teacher reads the story 'Wilfred Gordon McDonald Partridge.'

What did you like?

What did you find interesting?

What does this story make you think about?

For the Teacher

Text: Wilfred Gordon McDonald Partridge

Purpose

To engage with the text and language associated with the term memory, including how objects can be triggers of different memories and emotions.

Teaching tips

Stop at different points in the text and invite students to respond and share their feelings and ideas.

4. Our Senses can Trigger Different Memories and Emotions

For the Student

To find out what a 'memory' is Wilfred visited different people in the old folks home. Match each of the characters in the story to their definition of what a memory is.

Memories can be triggered by our senses - sense of smell, hearing and touch. As a class record the memories that the 5 objects triggered for Wilfred and Miss Nancy. Record in a retrieval chart.

Wilfred
 Object Miss Nancy
egg
medal
football
shells
puppet

For the Teacher

What is a memory? What triggers memories?

Purpose

To understand that the term memory can mean different things to different people. That memories can be triggered by our senses and objects.

Teaching tips

Copy the illustrations of each character Wilfred asked the question of - What is a memory?' Prepare speech bubbles for students' responses to be pasted into.

Memories can be 'triggered by our senses' - sense of smell, hearing and touch.

Memory_triggers_display.ppt

Prepare copies of the objects that Wilfred collected to match each definition or even better bring in physical objects in a basket like Wilfred did to use as props for students to match objects to a character's definition.

E.g. A memory is something warm my dear, something warm - Wilfred chose an egg that was warm to match this character's definition.

Display Character's definitions.

Wilfred_Gordon_display.ppt

These objects will also be used to complete the retrieval chart activity, recording the different memories the objects triggered for Wilfred and Miss Nancy.

5. What Memory does this Trigger for You?

For the Student

Do a think, pair, share for each of the images shown on the smartboard and take it in turns to share a special memory that it triggers for you.

For the Teacher

Memory triggers

Purpose

For students to understand that images will trigger different memories for different people.

Teaching tips

Prepare a slide show of visual images of people and places for students to recall a memory that each one triggers.

Teacher models the first one by saying - This remind me of the time I . . . . . .

6. What is a Memory?

For the Student

In a Round Robin, take it in turns to share what you think a memory is.

As a group write a group definition of what is a memory.

Share your definition with the class. We will then write a class definition to include what each group said.

For the Teacher

Definition of the term 'Memory'

Purpose

To come up with a class (shared) definition for the term 'Memory.'

Resources

http://newlearningonline.com/learning-by-design/the-knowledge-processes/#32

Placemat

This activity is designed to allow for each individual’s thinking, perspective and voice to be heard, recognised and explored.

  1. Form participants into groups of four.
  2. Allocate one piece of A3 or butcher’s paper to each group.
  3. Ask each group to draw the diagram on the paper.
  4. The outer spaces are for each participant to write their thoughts about the topic.
  5. Conduct a Round Robin so that each participant can share their views.
  6. The circle in the middle of the paper is to note down (by the nominated scribe) the common points made by each participant.
  7. Each group then reports the common points to the whole group.

Teaching tips

Students complete this activity in groups of 4 in a Round Robin.

Option 1: Use a placemat template for students to record (write/draw) what they think a 'Memory' is. After each student has shared their thoughts, a group definition is recorded in the middle of the placemat.

Option 2: Students verbally share their ideas and then arrive at a group consensus, with one student being the recorder.

Each group shares their definition and then a whole class one is formulated and displayed.

7. Exploring Punctuation and Saying Verbs

For the Student

Speech marks are used to show when a character is talking.

As we read the story again on the smartboard let's circle the speech marks.

Let's look at this sentence:

"Mr Tippet, Mr Tippet, what is a memory?" asked Wilfred.

What do you notice about how this sentence sounds? If I am Mr Tippet, what will I do?

It is asking a question. Whenever you see this symbol ? it means that someone wants us to give them an answer.

Here is a sentence from the story. Colour the speech marks blue, the question mark red, capital letters green and full stops yellow.

Now have a go at putting in the missing speech marks, question mark and full stop. You might like to do this with a partner.

The story used the word 'asked' a lot when Wilfred spoke to the old people. What other words could the author have used to tell us how the question is to be said?

Let's make a class chart of saying verbs that we can use later.

For the Teacher

Grammar: punctuation and saying verbs

Purpose

To identify and name punctuation such as speech marks and question marks and understand their purpose and effect in a sentence.

Teaching tips

This is an authentic opportunity to explicitly teach the grammar of sentence structure in context.

Choose a focus sentence from the text where Wilfred asks a person from the old folks home what is a memory and the character answers. Highlight punctuation and record example and effect in a retrieval chart. It also provides an opportunity to introduce students to saying verbs (asked). Students could brainstorm other saying verbs and practise reading the question Wilfred asked the old people in different ways e.g. whispered Wilfred, shouted Wilfred etc.

Mode
 Example Effect
Speech marks "Something as precious as gold." Tells us someone is talking
Question mark "What is a memory?" Tells us someone is wanting an answer
Saying verbs asked Tells us how it is said by the character

Gradual Release of Responsibility learning experiences:

- In different colours, highlight speech marks and question marks from sentences from the text 'Wilfred Gordon McDonald Partridge.'

- Put in the missing punctuation from a sentence from the text.

- Students write their own question for a friend putting in speech marks and question mark. Each students answers their partner's question with a correctly punctuated response.

8. What is a Memory Box?

For the Student

Listen as your teachers shares their Memory Box of items that trigger a memory of a special person, place, event and an object that holds a special memory.

Look at the teacher's memory shield to see how they planned their Memory Box.

For the Teacher

Memory box

Purpose

To model to students how to create a Memory Box of items that trigger a special memory of a person, place, event and an object. Student will use a memory shield to plan their own boxes.

Teaching tips

Bring in a range of items so students can see the types of objects that they could use for the different categories such as a post card, photo, souvenir, card etc

Model how to complete the memory shield.

A special person
 A special place
A special event
 A special object

Students draw/write about the item they will be bringing in that symbolises/triggers the special memory.

9. What will I Put in my Memory Box?

For the Student

Use the Memory Shield to plan your personal 'Memory Box.' Think about what you can bring in as a memory trigger/object for your special person, place and event.

Think about an object/item that is very special to you - Can you bring it in or do you have a photo or something that represents it?

Draw/write in each section of the Memory Shield (who the special person is, what the special place is, the name of the special event, the name of the object and what you are bringing in to represent it).

You will be using your Memory Shield as a prompt when sharing your Memory Box of special memories to the class.

For the Teacher

Planning of Memory boxes

Purpose

To create a box of items that trigger special memories and to excite students about them.

Teaching tips

Invite students to talk with a table buddy about their special person, place, event and object and what they could bring in to represent this in their Memory Box.

To support students who don't bring something have some generic objects and photos for them to select from, eg photo of beach, toys etc.

10. This is my Memory Box!

For the Student

Share your Memory Box of special items and memories with the class.

  • My special person is my . . . . . because . .

(show and talk about object)

  • My special place is . . . . . because . .

(show and talk about object)

  • A special event for me was . . . . because . .

(show and talk about object)

  • My special object is . . . . . . because . . . . .

For the Teacher

Sharing of Memory Boxes

Purpose

To share personally significant memories with the class.

Teaching tips

You may wish to video students presenting their Memory Box as a keepsake for them or for showing at an assembly.

After each student has shared their Memory Box, take a photo of them with their Memory Box to be displayed.

11. Greetings from Sandy Beach

For the Student

Listen as the teacher reads 'Greetings from Sandy Beach' by Bob Graham.

What was your favourite part and why?

What memories did it trigger for you?

For the Teacher

Purpose

For students to make a personal connection with text, recalling a personal memory.

Teaching tips

The last page of the story has souvenirs of the girl's holiday at Sandy Beach. Refer to each item individually and share ideas about the memories it might ignite for the girl.

12. This Reminds me of the Time . .

For the Student

Listen and watch closely as the teacher models her own double entry journal from an event in the story.

The part . . . . . . . . reminds me of a time when . . . . . .

Scene from the story
This reminds me of the time

For the Teacher

Double entry Journal

Purpose

To connect self to text and to understand how stories can trigger memories.

Resources

Double Entry Journal

greetings_from_sandy_beach.pptx

Double Entry Journal version 2.

Double_entry_journal_display.JPG

This type of journal consists of two parts. On the left hand side, students record interesting parts or facts from the text, excursion, film, demonstration, experiment or talk. On the right hand side they record their responses and reactions. Variations include: Author’s main points/Question you want to ask; Literal/Inferential statements; Facts/Inferences; In the text/My connections.

Teaching tips

Teacher models the choosing of an event in the story that triggered a particular memory for him/her. Write a sentence about the event in the story

e.g. When dad got buried in the sand.

This reminds me of the time when I was at the beach and my brother buried me in the sand. I had my head, feet and hands sticking out.

Kindy students will recall one scene from the text. Year 1 students might like to recall 2 scenes from the text.

Students draw and write about their personal connection.

13. What is the Author's Message?

For the Student

Think, pair, share;

What message was Mem Fox trying to give us from this book?

Complete a PMI about memories.

Why are memories important?

What if people didn't keep objects that triggered memories, What effect would this have on their memories?

For the Teacher

Wilfred Gordon McDonald Partridge - Author's message

Purpose

For students to understand that people keep significant objects as reminders of memories (happy/sad) so they don't forget.

Resources

PMI chartPMI Diagram: A PMI Chart helps to evaluate the positive, negative and interesting points associated with a particular concept or topic.

Teaching tips

The PMI chart (positives, minuses, interesting) can be completed in small groups

or

as a whole class after a think, pair, share for each section of the 'PMI'

Memories_PMI.ppt
P
 M
 I



14. My Special Memory

For the Student

Choose a 'special memory' to write about from a special place or an event.

A_special_memory.JPG

Use the sentence starter to record your memory.

I remember the time when I . . . . . . . . . .

It is a (happy, sad etc) memory because . . .

Paint a picture of your special memory.

For the Teacher

Purpose

To recall a special memory from a place or an event.

Teaching tips

Get students to draw their picture lightly with lead pencil first, then paint with water colours.

When painting is dry, stick writing with picture and display.

15. My Story

For the Student

What is your story?

Complete the personal profile sheet recording information about yourself.

Hunt the Human: Move around the classroom and when the music stops find someone/people who have the same number of brothers/sisters as you, live in the same suburb, like the same thing as you do and want to be the same thing when you grow up.

For the Teacher

Purpose

This activity introduces students to the language (first person) used in writing an autobiography and is the beginning of their personal story.

Teaching tips

Prepare profile fact cards for students to fill in the missing information.

Hi! My name is . . . . . . .

I was born on . . . . . . . 2004 (eg 14th May, 2004)

I have . . . . . brother/s and . . . . . sister/s

I live in (suburb) . . . . . . . .

I like to . . . . . .

When I grow up I want to be a . . . . .

Students will use their fact card to play 'Hunt the Human'.

16. Mem Fox's Autobiography

For the Student

Look at the front cover. The title reads Mem Fox, Autobiography.

What do you think it will be about?

What do you think the word, 'Autobiography' means?

What information might we find out about Mem Fox?

Listen to Mem Fox's story - her autobiography.

Think, pair, share, square:

What did you find interesting? What did you like?

For the Teacher

Purpose

To introduce students to the layout and purpose of an autobiography.

Teaching tips

Before reading text, introduce the text by focusing on the front cover and title. Invite students to predict what they think the book will be about and what the word 'Autobiography' means.

Record students' responses/ideas for what the word 'Autobiography' means and what they think they will find out about Mem Fox. This will start the categories (headings) for their autobiography.

17. Word Study - Auto-biography

For the Student

auto+biography = autobiography

Do you know any other words that have 'auto' at the beginning of it? What do you think it means in the word?

How could we find out what the word means or its parts?

For the Teacher

Word Origins

Purpose

To understand the word origins, hence the meaning of 'autobiography' - auto meaning self and biography meaning written life of a person.

To use word study as a way of extending vocabulary and supporting spelling.

Teaching tips

Break up the word into its origin parts: auto - biography

Brainstorm other words that have auto in it e.g. automatic, autopilot,

Discuss and record what students think 'auto' and 'biography 'means.

Auto - self, ones own

biography - a personal account of someone's life

Use a word thesaurus to research the meaning of 'autobiography' or i-pad word origins application.

18. Reading Strategy; Scanning & Determining Importance

For the Student

Listen as I read Mem Fox's autobiography again. What did you notice about how her story is sequenced?

Here are some key questions that I want to find answers to about Mem Fox. How can I find the answers in the book? Is there a faster way of finding the information?

As a class we will use the contents page and sub headings to locate key information and fill in our information about Mem Fox.

Who is Mem Fox?

When was Mem Fox born?

Who was in her family?

What happened when she was a child?

What happened in her adult years?

What is her future goal?

This is called scanning, this is what good readers do to locate information in a text

For the Teacher

Purpose

To explicitly teach the reading strategy scanning and determining importance to locate key information in a text.

Teaching tips

Use both the big book and a scanned copy of Mem Fox's Autobiography on the smartboard to explicitly teach the reading strategy of scanning and determining importance with a focus on the contents page and bold sub headings as a source to locate key information in a text. Highlight key information to answer literal questions.

19. What is an Indirect Recount?

For the Student

We are going to write an indirect recount of Mem Fox's autobiography so it will become a biography as we are going to be the authors.

When we become the authors we begin with the person's name and use 3rd person such as she and they.

You can help me write the first few sentences about Mem Fox's life.

Mem Fox is an _____________.

Mem Fox was born ________________.

She has ____ sisters and __ brothers.

With a partner, choose an event from Mem Fox's life and write a sentence about it using either her name, 'she' or they.

For the Teacher

Modelled writing of an indirect recount

Purpose

To explicitly model to students the writing of an indirect recount, focusing also on how an autobiography can become a biography when it is written by someone else other than the actual person.

Teaching tips

Inform students that when someone else is being the author; writing someone else's life story it becomes a biography, an indirect recount.

Model the writing of the first three sentences about her life, modelling the writing in 3rd person.

Then with a partner, students choose an event from her life to write about making sure that they write in 3rd person, either using her name or 'she' and 'they.'

As a class order the events of Mem Fox's biography in chronological order. This will be used to highlight the language features used in a biography compared to an autobiography.

At this point explicitly model and scaffold the writng of a student's direct recount to an indirect recount through Author's Chair.

20. What are the Structural Features of an Autobiography?

For the Student

As a class we are going to look at the structural features of an autobiography - How one is usually written. What part of the big book can help us with the order?

We will fill in the retrieval chart together recording what sort of information is included in each of the sub headings. This will help us when we come to write our own.

Event / Time Information

For the Teacher

Structural features of an autobiography

Purpose

To explicitly teach the structural features of an autobiography.

Teaching tips

View text again, referring to contents page and information under each category. These will become the sub headings in the retrieval chart.

Record findings (structural features) in a retrieval chart. This will be used as success criteria when it is time for students to write their autobiography.

An autobiography is generally written in chronological order.

Event / Time
 Information
My family

Introduce self - Birthday (when; date, month,

year and where) Family members (brothers and sisters)
Growing up Experiences and special events in age order.
My life now What am I doing now?
The future What do I want to do?

21. How do the Language Features Differ in an Autobiography and Biography?

For the Student

As a class we are going to compare the language features of an autobiography (written by the author) and a biography (someone writing about someone elses life story). We will use Mem Fox's Family page and the biography that we jointly constructed.

Mode Autobiography Biography
Nouns
Pronouns
Past tense - life experiences in the past
Present tense - life experiences happening now
Future tense - life experiences yet to happen
Punctuation

For the Teacher

The language features of an autobiography and a biography

Purpose

For students to understand that an autobiography is written in first person, where as a biography is written in third person (there are different pronouns used). The tense is consistent in both for past, present and future experiences.

Teaching tips

To identify and record the language features for an autobiography, refer to Mem Fox's 'Family page.' Use the class constructed biography of Mem Fox's life story to make comparisons of the language choices.

Complete the retrieval chart together as there will need to be explanations of terminology such as 'tense' (past, present, future), nouns, pronouns and punctuation.

Mode Autobiography Biography
Nouns Names of people Names of people
Pronouns First person; I, my, we Third person; She, he, they, it
Past tense; life experiences in the past was, went, lived, when, from was, went, lived, when, from
Present tense - My life now am, live, have, are, has am, live, have, are, has
Future tense - life experiences yet to happen would would
Punctuation Capital letters, full stops, commas Capital letters, full stops, commas

22. Can I Change the Order of Events in an Autobiography?

For the Student

Read the sections of text or sentence strips about Mem Fox's life.

With your group members rearrange the sections and see if it still makes sense? Can it be read like this? Why/Why not?

For the Teacher

Does an autobiography have to be in chronological order?

Purpose

To see whether or not the order of events matter in the writing of an autobiography. Does it have to be in chronological order?

Teaching tips

In some books or movies the beginning of an autobiography or biography can be the final stages of someone's life or their future endeavours.

Prepare sections of text from Mem Fox's autobiography (a sentences about her and her family, childhood, adulthood and future) enough copies of each for students to work in small groups. Model the rearranging of order as a whole class with selected students standing up holding their text. Put a number on the back of each sentence strip and students stand on a number on the floor.

1 2 3 4 5 6 7

As a class read the text and discuss how it reads. Can it be read like this? Why/Why not?

In groups students rearrange the order of events in different ways and discuss whether it can be read like this. Does it still make sense from a reader's perspective. Can it be read like this? Why/Why not?

23. Teacher's Autobiography

For the Student

Listen carefully as your teacher shares their life story/ autobiography.

What did you like? What did you find interesting?

For the Teacher

Purpose

For students to experience and listen to another person's life story/autobiography.

Teaching tips

Prior to sharing your life story with the class, use the scaffold that students will be using to write their own autobiography (baby photo, toddler photo, school photo and an illustration of something you would like to do in the future).

Orally share you life story without visual prompts. Be a storyteller!

Invite students to respond by making comments or asking questions.

24. Modelled Writing of an Autobiography

For the Student

Listen and watch as your teacher models how they wrote their autobiography.

For the Teacher

Purpose

To scaffold the writing of an autobiography using the structural and language features recorded in previous learning experiences.

Teaching tips

Refer to the structural features chart completed previously as a guide for organising information. Display the images you chose for each sub category.

Refer to the language feature chart constructed previously for first person and tense words.

For each image do the think aloud as you write your sentences/information. E.g.

Hi! My name is ____

I was born on the 30th June 1984.

I have two brothers. Their names are Rod and Greg. I am the youngest child.

25. What is the Purpose of an Autobiography

For the Student

As a class we are going to use De Bono's yellow and green thinking hats to record our thoughts about autobiographies.

Yellow hat: What are the good points about autobiographies?
 Green hat: What is interesting about autobiographies?


Discuss:

What is the purpose of an autobiography?

Who is it for? Who is the intended audience?

Will my autobiography be the same as yours? Why/Why not?

For the Teacher

Why do people write autobiographies?

Purpose

For students to identify why people write autobiographies. It is a way of recording memories.

Teaching tips

Prepare coloured pictures of De Bono's green and yellow hats as prompts to scaffold student thinking.

Yellow hat (positives) Green hat (interesting or new ideas)

A PMI chart could also be used to record the plus, minus and interesting points of an autobiography.

26. This is my Story!

For the Student

Use the structural and language feature charts we constructed as a class as a check list when writing your autobiography.

Write a sentence/sentences for each photo.

We will edit your draft together before publishing it.

For the Teacher

Writing my autobiography

Purpose

Students apply knowledge of the structural and language features of an autobiography to write their own.

Teaching tips

Send a note home to families informing them that their child needs to bring in 2 photos for their autobiography: a baby photo and a photo of them as a toddler. Teachers will take a current photo of them for their present life.

Refer students to success criteria (structural and language feature charts jointly constructed).

Students will write their first draft, then after the editing process, publish their autobiography as a scrapbook page with photos and text.

Differentiation: Some students will write independently whilst others will use sentence starters.

Hi! My name is ____________

I have ___brothers/sisters

I am the eldest/middle/youngest child.

When I was a baby I could ___________

When I was a toddler I could/ I liked to _______

At school I like to ___________

When I grow up I would like to __________

27. My Autobiography as a Scrap Book Page

For the Student

Choose a coloured square for your page and coloured mats to mount each of your photos and accompanied text.

Arrange photos on scrapbook page. Then paste into position.

Present your life story (autobiography) with the class.

For the Teacher

Published autobiography

Purpose

To record personal life story in an artistic mode.

Teaching tips

Supply a range of scrap book paper for students to select from.

Model the making of your own as a scrapbook page so students have a visual to see what it could look like.

When students have completed their 'scrapbook' autobiography, invite them to share their story with the class.

Scrap_book_photo.JPG

Make a display of students' work to viewed.

28. My Family Tree

For the Student

Who is in your family?

Mix, pair, share, talk about who is in your family, grandparents (where they live or come from).

Draw a picture of your family and label each person. Draw a picture of your grandparents too. Your mum's mum and dad and your dad's mum and dad.

Use your illustration to introduce your family members to the class.

People's families can be shown as a family tree. Watch as your teacher transfers her family members on to a family tree.

Make your own family tree using the template. Name each person.

Where were you and your family members born? Where have they come from?

Place a photo of you in the country that you were born. Place your name to show the place/country where your parents/grandparents were born. If you have family members born overseas connect a piece of string from your picture to country of origin with the help of your teacher.

For the Teacher

Other People's Stories

Purpose

To make a family tree showing family members and how they are connected.

To show where family members have come from. Everyone has a family story.

Teaching tips

Explain to students what a family tree is and its purpose. Before students make their family tree using their illustrations, model how to make one with your family members.

Prior to placing students' photos and family origins on a world map, find out where students were born and parents/grandparents. This could be done using school records or sending a note home to families.

Create a large world map using an overhead projector and butchers paper or locate a large world map to be used to show students' family origins. This will begin the focus on 'Other people's stories.' Everyone has a story to tell.

29. Guest Speaker

For the Student

Listen to and enjoy our guest speaker share their life story (autobiography).

Your teacher will take notes so these can be used later to write an indirect recount (biography) of our guest speaker's story. We will illustrate this and display it for others to read.

What did you like? What did you find interesting? What would you like to know more about?

For the Teacher

Everyone has a story

Purpose

To listen to other people's life stories (autobiographies). Memories can be recorded through stories and photos.

Teaching tips

Invite a few parents/grandparents from different backgrounds including indigenous, to come in and share their 'life stories'. Give them the same sub categories as in Mem Fox's; birth, family, childhood, adulthood, present day, and future.

Display_-_guest_speaker_s_life_story.JPG

Have butcher paper to take notes as the guest speaker is talking or type notes on the smartboard to be used later to write an indirect recount - biography.

Take a photo of each guest speaker to display with their story.

*This will be done for all guest speakers ( approx 3) that come in and share their story.

30. Writing an Indirect Recount

For the Student

We will write the first couple of sentences together about when and where our guest speaker was born and how many brothers/sisters they have. We will use the notes I took and the language features chart to help us write it correctly.

With a partner, choose an event/experience that out guest speaker had and write a sentence about it in third person. Illustrate your chosen event/experience.

We will then use the structural features chart to order the events in chronological order. Our guest speaker's biography (indirect recount) will be displayed as a wall story for us to read.

For the Teacher

Modelled and shared writing of indirect recount

Purpose

To write an indirect recount (shared and guided) of a person's life story.

Teaching tips

Model the writing of the first few sentences of the guest speaker's life story. Demonstrate to students how notes can be turned into sentences. refer to the language feature chart when doing the 'think alouds' to construct sentences.

Place students in mixed ability pairs for peer mentoring. Give each pair an A4 or B4 sheet with lines for writing and illustration. Do a draft first on whiteboards.

As a class, use the structural feature chart to order the events of the guest speaker in chronological order.

Do this for the other guest speakers as well; however the writing of the indirect recount will require less scaffolding. Pairs will do this more independently (gradual release of responsibility).

31. How does their Life Story Differ to Mine?

For the Student

How is your life as a child today similar to the guest speaker when they were a child?

How is your life different as a child today compared to that of the guest speaker?

As a class construct a Venn Diagram to show similarities and differences between the guest speaker's childhood and your childhood.

For the Teacher

Comparing and contrasting stories

Purpose

To compare other people's life stories with their own, identifying similarities and differences. as well as understanding that there are factors that influence our experiences.

Resources

Venn Diagram

What are the different and overlapping common features of two things?

  • Item A: Distinctive Features
  • Items A and B overlap: Common Features
  • Item B: Common Features

Teaching tips

As a class complete a Venn Diagram to show similarities and differences between the guest speaker's childhood memories and students childhood today.

For other guest speakers, Venn Diagrams could be completed as a class to compare and contrast their life stories.

Listen to all guest speakers' life stories before moving on to the next section. This will give students information to draw on to justify why people's stories and memories are different.

32. Why do Peoples Lives/Memories Differ?

For the Student

Think, pair, share,

Why do people's life stories/ memories differ?

For the Teacher

Factors that influence experiences/memories

Purpose

To identify and understand that people's experiences/ memories are different as a result of environmental factors (e.g. place of growing up;country region/city or another country/culture).

Teaching tips

Read through guest speakers' biographies and view Venn Diagrams, discussing similarities and differences in people's stories/memories.

Pose the question; Why do people's life stories/memories differ? Record student responses.

33. Why do we Remember Particular Things?

For the Student

When you look at the photos of the guest speakers, what do you recall from their life story? Share your recollection for each in a Round Robin.

As a class discuss the question:

Why do we remember particular things?

For the Teacher

Recalling memories

Purpose

For students to understand that people remember different things from an event (what is important to them) even if they were at the same event.

Teaching tips

Display the photos of each of the guest speakers. Ask students to share one thing that they remember from that person's story.

Students will experience first hand that people (peers) will remember different parts.

34. What is my Parent's/Grandparent's Story?

For the Student

'Interview' a parent or grandparent or both to find out their special memories during their life as a child, teenager and adult.

Memories_interview_sheet.ppt

Share their memories/stories with the class.

For the Teacher

Interviewing parents/ grandparents

Purpose

To find out their parent's/grandparent's life story/memories.

Teaching tips

Prepare a set of interview questions for students to ask their parents/grandparents (special childhood memories).

Invite students to share their findings with the class.

35. How do Artefacts Tell a Story?

For the Student

Let's look at our Memory Boxes again. What did they contain?

Items or objects from the past can be called artefacts. Artefacts can tell a story from the past.

Look at these items from the past.

Do you know what it is? Does it remind you of anything? What could it have been used for?

For the Teacher

Memories recorded through artefacts

Purpose

For students to understand that objects/artefacts are ways of recording memories/stories from our past.

Teaching tips

Refer students to their Memory boxes and discuss what they contain. These items could be called artefacts.

Bring in a utensil from the past and invite students to make predictions about its use or purpose.

Bring in money that is no longer used in our currency.

36. Memories can be Recorded Through Museums

For the Student

We are going to visit two historical places that are called house museums.

Draw a picture of what you think a school in the past/ olden days might look like?

Draw what you think a home/ cottage in the past/olden days might look like?

Explain your drawings to a partner.

On each table there is an artefact from the past that you might see when we visit the house museums.

In your group, as you visit each table, discuss what it might be and its use in the past/olden days.

For the Teacher

Excursion to St John's School House & Blundell's Cottage

Purpose

To understand that life in the past can be recorded through museums (historical places) which hold artefacts that tell a story of life in the past.

Teaching tips

'Before visiting' St Johns School House and Blundell's Cottage, invite students to predict what they might see through drawings.

My_prediction_Blundell_s_cottage__St_John_s_School_House.ppt

They could draw what they think the school will be like and what might be inside. They could draw what they think Blundell's Cottage looks like.

Bring in a range of household items (even a slate board). Set the items up on different tables and invite students to predict what each item might be and its function in the past.

On the excursion take photos of artefacts, the interior of the school, kitchen and bedroom, and the experience as a whole to be used as learning activities and as prompts for writing a direct recount of the excursion (assessment task).

37. What is this? What was its Function?

For the Student

With a partner, choose a photo of an artefact from the past. Name the artefact and write a sentence to explain its function - What it was used for.

Find the equivalent item today in a shopping catalogue and paste it in the present day section of the activity sheet.

Artefact: object from the past Present day equivalent

Name: _______________

What was it used for?

For the Teacher

Artefacts from the past

Purpose

To name items from the past and identify their function and equivalent item today.

Teaching tips

Print off photos taken on the excursion of artefacts. Collect shopping catalogues of stores that sell household goods for students to find the 'equivalent item' today.

Artefact_-_equivalent_item.JPG

Make a class display.

Make a class display of 'excursion experience'. Students could write about a particular artefact or part of the school/ house.

Excursion_display.JPG

38. What was Life Like in the Past?

For the Student

Look at the photos of the school, the kitchen and bedrooms from the house museums.

Mix, pair, share.

What does this tell us about life in the past?

Complete the sentence strips to show your thoughts about life in the past and explain why?

life at school in the past was _______ because ___________________________

Life at home in the past was _______ because __________________________

For the Teacher

Artefacts tell us what life was like in the past

Purpose

For students to understand that artefacts tell a story and hold memories of what life was like in the past.

Teaching tips

On three different poster sheets, place photos of the school (interior and exterior), the kitchen from both places and a bedroom. Around each photo record students responses about what it tells us about life in the past.

kitchen
school
bedroom

Prepare sentence starters for students to share their thoughts about life in the past.

39. What do you Think of Life in the Past?

For the Student

We are going to record our thoughts on a PMI chart.

I am going to give you three different coloured pieces of paper.

On the yellow piece write/draw something that was good about life in the past.

On the blue piece write/draw something that was bad about life in the past.

On the green piece write/draw something that you found interesting about life in the past.

For the Teacher

PMI about life in the past

Purpose

For students to critically analyse life in the past through different lenses (plus, minus and interesting).

Teaching tips

Give students three different coloured pieces of paper to record their thoughts about life in the past: plus, minus and interesting.

Draw up a poster size 'PMI chart' for students to place/stick their piece of paper after they have shared their thought for each section.

class_PMI.JPG
P - plus M - minus I - interesting

PMI - template

Memories_PMI_-_life_in_the_past.ppt

40. Direct and Indirect Recount

For the Student

Together we will create a story map of our excursion to order the events of what happened. We will label the diagrams/photos so you can use these words in your recount.

Write a direct recount of our excursion to St John's school house and Blundell's Cottage.

Use the structural feature checklist and photos of the excursion to help you.

Listen as your teacher reads their autobiography.

Write an indirect recount of your teacher's autobiography. Use the language feature check list to help you.

For the Teacher

Post Data

Purpose

To measure student growth and understanding in the writing of direct and indirect recounts.

Teaching tips

For the story map print off photos of each event/place: on the bus leaving school, at the school, eating recess, on the walk, eating lunch and at Blundell's Cottage.

Physical objects such as a toy bus, footprint cards to symbolise the walk, apple and drink bottle for recess, a lunch box for lunch and arrows to show direction could be used to recount the day's events.

Encourage students to look at class displays of photos to talk about what they saw and did on the day for the what section.

41. Time Capsule

For the Student

We are going to record what life is like today. These will be memories for us in the future.

We are going to make a time capsule with this pipe. What do you think we can put in it to show what life is like today?

Write a letter to yourself which you will open in the future. Record who your friends are, teacher, games/toys you like. Include a photo of yourself and draw what you think you will look like in year 6. Write about what you think you will be doing in year 6 (leadership role e.g. sports leader, library monitor etc) and your dreams for the future; what you want to do or be.

In your group cut out pictures from magazines to show what toys/fashion/technology we have today. To show what our school and school life is like, take photos in and around the school.

For the Teacher

Recording memories

Purpose

For students to understand that artefacts/objects are ways of recording memories for the future.

Teaching tips

Purchase or ask a plumber (parent/friend maybe) for a plastic pipe tube that has screw on ends. This will be used as a time capsule to preserve items that show what life is like today. The time capsule will be opened when students are in year 6.

In the 'time capsule' place a letter written by each student to themselves, a newspaper, a school newsletter, class photo, canteen menu and poster charts of pictures from catalogues/photos that show technology, fashion, toys and school life as we know it at present.

time_capsule.ppt

Bury the time capsule or place in a special place in the school (e.g. library) where it can be accessed and opened when students are in year 6.

42. Acknowledgements

Title: (Source); Fig. 1: (Source).