Wilfrid Gordon McDonald Partridge by Mem Fox provides kindergarten - with the opportunity to define the term memory and explore how objects can be used as memory triggers. Students experience first hand how memories can be recorded through people's stories (listening to guest speakers share their life story)and artefacts.
Memories, Narratives, Mem Fox, Families
The big questions we will investigate in this module are:
What is my history and how do I know?
What stories do other people tell about the past?
How can stories of the past be told and shared?
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.
Purpose
To gather baseline data about what students know.
To hook students in to the unit of work.
Teaching Tips
Teachers write and orally present to the class what they did over the holidays.
Students write/draw about their school holidays
Australian Curriculum
History
Overview
Through studies of their own history, students look at evidence of the past, exposing them to an early understanding that the past is different from the present (continuity and change). They come to understand why some events are important in their own and others’ lives (significance), and how different people commemorate events that are important to them (empathy, perspectives).
English
Interacting with others
Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations(ACELY1646)
Throughout the module, we will focus on the following:
General Capabilities
LI: To remember things (memories) that are special to me.
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
Complete Activity 2.
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.
Students record their thinking in Activity sheet
Australian Curriculum
English
Interacting with others
Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations(ACELY1646)
LI: to use prior knowledge to make a prediction and connect to a text
Think about what the book 'Wilfrid Gordon Mcdonald Partridge' might be about. Use the front cover, the title, the blurb and the pictures to give you clues.
Share your predictions with a partner
Listen as your teacher reads the story 'Wilfrid Gordon McDonald Partridge.'
What did you like?
What did you find interesting?
What does this story make you think about?
Text: Wilfrid Gordon McDonald Partridge
Purpose
To make a prediction about what the text will be about
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
Encourage students to look at the title, front cover, pictures and read the blurb to help them to make a prediction
Stop at different points in the text and invite students to respond and share their feelings and ideas.
Australian Curriculum
English
Responding to literature
Respond to texts, identifying favourite stories, authors and illustrators (ACELT1577)
Share feelings and thoughts about the events and characters in texts (ACELT1783)
Interacting with others
Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations(ACELY1646)
LI: To understand that different images can trigger different memories, for different people.
To find out what a 'memory' is Wilfrid visited different people in the old folks home.
Wilfrid brought Miss Nancy an egg, a football and a shell. Draw the memories that these object triggered for Miss Nancy. Then draw the memories that it triggers for you.
Discuss how memories can be triggered by our senses - touch, smell, taste, hear, see
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 Wilfrid 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.
Prepare copies of the objects that Wilfrid collected to match each definition or even better bring in physical objects in a basket like Wilfrid 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 - Wilfrid chose an egg that was warm to match this character's definition.
Display Character's definitions.
These objects will also be used to complete the retrieval chart activity, recording the different memories the objects triggered for Wilfred and Miss Nancy.
Australian Curriculum
History
Inquiry and Skills
Explore a point of view (ACHASSI005)
Draw simple conclusions based on discussions, observations and information displayed in pictures and texts (ACHASSI008)
LI: To understand that different images can trigger different memories, for different people.
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.
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 . . . . . .
Australian Curriculum
History
Inquiry and Skills
Draw simple conclusions based on discussions, observations and information displayed in pictures and texts (ACHASSI008)
English
Interacting with others
Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations(ACELY1646)
LI: To understand what a memory is
In a Round Robin, take it in turns to share what you think a memory is.
Contribute to class brainstorm, recorded on A3 paper and displayed
As a class write a definition of what is a memory
Definition of the term 'Memory'
Purpose
To brainstorm ideas about what a past memory is
To come up with a class (shared) definition for the term 'Memory.'
Resources
A3 paper for recording brainstorm
TeachingTips
Use the terminology of past and present to help create a definition of 'memory'
Australian Curriculum
English
Interacting with others
Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations(ACELY1646)
LI: To recognise different punctuation and underswhat it is used for
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 Wilfrid.
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.
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.
TeachingTtips
This is an authentic opportunity to explicitly teach the grammar of sentence structure in context.
Choose a focus sentence from the text where Wilfrid 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 Wilfrid asked the old people in different ways e.g. whispered Wilfrid, shouted Wilfrid 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 'Wilfrid 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.
Australian Curriculum
English
Text Structure and organisation
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 (ACELA1432)
Expressing and developing ideas
Recognise that sentences are key units for expressing ideas (ACELA1435)
Recognise that texts are made up of words and groups of words that make meaning (ACELA 1434)
LI: To understand what a memory box is and how to create your own memory box
Listen as your teacher shares their Memory Box of items that trigger a memory of a special person, place, event and an object that holds a special memory.
Listen as your teacher explains how to create a memory box of items. You will also get a turn to make your own memory box and share it with the class.
Think, pair and share what items YOU could put in your memory box.
Take home note to parents explaining what the memory box is (note to include suggestions of items to put in, how it links to a memory, practise sharing with family to develop oral language)
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.
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
| A special person | A special place |
| A special event | A special object |
Ask students to think about items they could put in their special memory box and share with a partner what special memory it makes them think of.
Australian Curriculum
History
Inquiry and Skills
Pose questions about past and present objects, people, places and events (ACHASSI001)
English
Interacting with others
Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations(ACELY1646)
LI: To understand why something is special to me
When it is your turn to share...
Share your Memory Box of special items and memories with the class.
(show and talk about object)
(show and talk about object)
(show and talk about object)
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.
Australian Curriculum
History
Inquiry and Skills
Pose questions about past and present objects, people, places and events (ACHASSI001)
English
Interacting with others
Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations(ACELY1646)
LI: To understand what the story is about.
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?
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.
Australian Curriculum
English
Literature and context
Recognise that texts are created by authors who tell stories and share experiences that may be similar or different to students’ own experiences (ACELT1575)
Responding to literature
Share feelings and thoughts about the events and characters in texts (ACELT1783)
Interacting with others
Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations(ACELY1646)
LI: To connect with events in the text
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 |
Double entry Journal
Purpose
To connect self to text and to understand how stories can trigger memories.
Resources
Double Entry Journal
Double Entry Journal version 2.
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.
TeachingTtips
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.
Students recall one scene from the text. They then draw and write about their personal connection.
Australian Curriculum
English
Interacting with others
Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations (ACELY1646)
Learning Intention: To learn how words work
During our unit of work we will learn more about sounds, letters, letter patterns and rhymes. We will learn how words can change when we explore different letter combinations.
Ongoing
Look for opportunities to address the content descriptions related to phonics and word knolwedge in context over a number of lessons, differentiating wherever possible.
Some examples include:
Phonological Awareness
Sentence transformations - Read a sentence from the text. Re-read and clap each word as it is read. Write out the sentence, cut it up and re-make the sentence emphasising what a word is. Re-read and clap each word. Read the sentence within the text.
Noticing words that are made up from more than one meaningful part; e.g. Grandma, Granddad, headphones, Heartbeats, campsite, motorbikes ... OR walk/ing, play/ing, wander/ing, say/ing, blobb/ing ...
Clapping Syllables
Making and breaking words with magnetic letters:
I spy with my little eye a word beginning with/ending with...
I hear with my little ear something that sounds like (or rhymes with) ... This activity can be modified to concentrate on beginning sounds or alliteration as well as rhyming.
Focus letter of the day from the text (then build a chart) – concentrate on expanding their knowledge from just short vowel sounds or only one possibility for consonants e.g. ‘g’ (Gerald, goggles). Align this activity with the regular classroom phonics in context work such as in modelled reading, guided reading and big book studies.
Australian Curriculum
English
Phonics and word knowledge
Recognise and generate rhyming words, alliteration patterns, syllables and sounds (phonemes) in spoken words(ACELA1439)
Recognise and name all upper and lower case letters (graphemes) and know the most common sound that each letter represents (ACELA1440)
Understand how to use knowledge of letters and sounds including onset and rime to spell words (ACELA1438)
Know how to read and write some high-frequency words and other familiar words (ACELA1817)
Understand that words are units of meaning and can be made of more than one meaningful part (ACELA1818)
Segment sentences into individual words and orally blend and segment onset and rime in single syllable spoken words, and isolate, blend and manipulate phonemes in single syllable words (ACELA1819)
LI: To look at the importance of objects and memories
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?
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 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 modelled by the teacher, with class input
or
as a whole class after a Think - Pair- Share for each section of the 'PMI'
Australian Curriculum
English
Interacting with others
Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations(ACELY1646)
Learning Intention: To learn how words work
During our unit of work we will learn more about sounds, letters, letter patterns and rhymes. We will learn how words can change when we explore different letter combinations.
Ongoing
Look for opportunities to address the content descriptions related to phonics and word knolwedge in context over a number of lessons, differentiating wherever possible.
Some examples include:
Sentence transformations - Read a sentence from the text. Re-read and clap each word as it is read. Write out the sentence, cut it up and re-make the sentence emphasising what a word is. Re-read and clap each word. Read the sentence within the text.
Noticing words that are made up from more than one meaningful part; e.g. something, everyone, grandfather, football, wonderful OR listen/ed, play/ed, call/ed
Clapping Syllables - the names in this text are a great starting point
Making and breaking single syllable words with magnetic letters:
I spy with my little eye a word beginning with/ending with...
I hear with my little ear something that sounds like (or rhymes with) ... This activity can be modified to concentrate on beginning sounds or alliteration as well as rhyming.
Focus letter of the day from the text (then build a chart) – concentrate on expanding their knowledge from just short vowel sounds or only one possibility for consonants e.g. ‘g’ (Gordon, giant, gold, gently). Align this activity with the regular classroom phonics in context work such as in modeled reading, guided reading and big book studies.
Australian Curriculum
English
Phonics and word knowledge
Recognise and generate rhyming words, alliteration patterns, syllables and sounds (phonemes) in spoken words(ACELA1439)
Recognise and name all upper and lower case letters (graphemes) and know the most common sound that each letter represents (ACELA1440)
Understand how to use knowledge of letters and sounds including onset and rime to spell words (ACELA1438)
Know how to read and write some high-frequency words and other familiar words (ACELA1817)
Understand that words are units of meaning and can be made of more than one meaningful part (ACELA1818)
Segment sentences into individual words and orally blend and segment onset and rime in single syllable spoken words, and isolate, blend and manipulate phonemes in single syllable words (ACELA1819)
LI: To recall a special memory from a place or an event.
Choose a 'special memory' to write about from a special place or an event.
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.
Purpose
To recall a special memory from a place or an event. It links to the focus question of: What is my history and how do I know.
Teaching Tips
Students draw their picture lightly with lead pencil first, then paint with water colours.
When painting is dry, stick writing with picture and display.
Australian Curriculum
History
Inquiry and Skills
Present narratives, information and findings in oral, graphic and written forms using simple terms to denote the passing of time (ACHASS1010)
LI: To listen and respond to someone elses' story.
Listen carefully as your teacher shares their life story/ autobiography.
What did you like? What did you find interesting?
Purpose
For students to experience and listen to another person's life story/autobiography.
Teaching Tips
Teachers write and orally present to the class their personal story, recalling significant events at different points of their life.
Prior to sharing your life story with the class, use the scaffold that students will be using to write their own story (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.
Australian Curriculum
History
Inquiry and Skills
Pose questions about past and present objects, people, places and events (ACHASSI001)
English
Literature and context
Recognise that texts are created by authors who tell stories and share experiences that may be similar or different to students’ own experiences (ACELT1575)
Responding to literature
Share feelings and thoughts about the events and characters in texts (ACELT1783)
LI: Understand how to write a story about myself.
Listen and watch as your teacher models how they wrote their story.
Purpose
To scaffold the writing of a personal story using the 'My Story" booklet as a template.
Teaching Tips
Australian Curriculum
History
Inquiry and Skills
Present narratives, information and findings in oral, graphic and written forms using simple terms to denote the passing of time (ACHASSI010)
English
Text Structure and organisation
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 (ACELA1432)
Expressing and developing ideas
Recognise that sentences are key units for expressing ideas (ACELA1435)
Recognise that texts are made up of words and groups of words that make meaning (ACELA 1434)
Examining literature
Identify some features of texts including events and characters and retell events from a text (ACELT1578)
LI: To gain a deeper understanding of my story
Use the 'My Story' booklet to complete your personal story, to share with the class and be displayed in the room. This will take you a few lessons.
Writing my story
Purpose
Students apply knowledge of themselves, their family and their memories to complete 'My Story' booklet over several lessons.
Teaching Tips
Australian Curriculum
History
Inquiry Focus
Present narratives, information and findings in oral, graphic and written forms using simple terms to denote the passing of time (ACHASS1010)
Knowledge and Understanding
Who the people in their family are, where they were born and raised and how they are related to each other (ACHASSK011)
English
Creating literature
Retell familiar literary texts through performance, use of illustrations and images (ACELT1580)
LI: To represent my story in a creative way
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 artwork with the class
Attach to 'My Story' booklet to use as the cover page. Booklet can be put in portfolio and then be kept for myself to look at when I grow up.
Published Story
Purpose
To record personal life story in an artistic mode - creating a title/cover page for 'My Story' booklet
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' page, invite them to share their story with the class.
Attach scrapbook page to cover of booklet 'My Story'. Encourage students to keep their booklet as a keepsake to look at when they grow up.
Use as portfolio piece if desired.
Make a display of students' work to viewed.
Australian Curriculum
History
Inquiry and Skills
Present narratives, information and findings in oral, graphic and written forms using simple terms to denote the passing of time (ACHASSI010)
English
Creating literature
Retell familiar literary texts through performance, use of illustrations and images (ACELT1580)
LI: To engage with a guest speaker and understand that stories and memories can be shared in a variety of ways
Listen to and enjoy our guest speaker (Sue Gorman) share their personal story and memories.
Your teacher will take notes so these can be used later to write about 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?
Everyone has a story
Purpose
To listen to other people's life stories. Memories can be recorded through stories and photos and .
Teaching Tips
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 guest speaker to display with their story.
Suggestions for a speaker - invite another teacher, the principal or a community member. The presentation needs to be clear and sequenced well so students can follow it.
Australian Curriculum
History
Inquiry and Skills
Pose questions about past and present objects, people, places and events (ACHASSI001)
Sequence familiar objects and events (ACHASS1004)
Explore a point of view (ACHASS1004)
English
Literature and context
Recognise that texts are created by authors who tell stories and share experiences that may be similar or different to students’ own experiences (ACELT1575)
Responding to literature
Share feelings and thoughts about the events and characters in texts (ACELT1783)
Interacting with others
Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations(ACELY1646)
LI: To reflect on someon
Participate in class discussion. Watch teacher model how to create a sentence using ideas from the brainstorm. Select on thing from the brainstorm to write about. In a circle time share what you are going to write about.
In your Journal books, complete your sentence and draw a picture.
Purpose
To listen to a person's life story and respond by writing a sentence about it.
Teaching Tips
Discuss what the guest speaker shared and record in a class brainstorm. Demonstrate to students how you can take an idea from a brainstorm and use it to create a sentence.
Students complete their own sentence in Journals.
Australian Curriculum
History
Inquiry and Skills
Explore a point of view (ACHASSI005)
Compare objects from the past with those from the present and consider how they have changed over time (ACHASSI006)
Knowledge and Understanding
How the stories of families and the past can be communicated, for example, through photographs, artefacts, books, oral histories, digital media and museums (ACHASSK013)
English
Text Structure and organisation
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 (ACELA1432)
Expressing and developing ideas
Recognise that sentences are key units for expressing ideas (ACELA1435)
Recognise that texts are made up of words and groups of words that make meaning (ACELA 1434)
Examining literature
Identify some features of texts including events and characters and retell events from a text (ACELT1578)
LI: To understand how my personal story is the same as or different to someone elses personal story
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?
Listen to and watch the teacher show how to do the 'same and different' activity and then complete your own.
Comparing and contrasting stories
Purpose
To compare other people's life stories with their own, identifying similarities and differences.
Resources
Activity Sheet:
Teaching Tips
Model to students how to complete the similiarities and differences activity using own personal similarities and differences.
Australian Curriculum
History
Inquiry and Skills
Explore a point of view (ACHASSI005)
Compare objects from the past with those from the present and consider how they have changed over time (ACHASSI006)
How the stories of families and the past can be communicated, for example, through photographs, artefacts, books, oral histories, digital media and museums (ACHASSK013)
LI: To understand why people's life stories and memories are different
Think, Pair, Share the questions:
'Why do we all have different stories and memories?'
'Is it a good thing that we all have different stories and memories?'
'What would the world be like if we all had the same story?'
'How can we all get along if we all have a different story?' (Bucket Filling)
Contribute findings to whole class discussion
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
Review same and different worksheet from last lesson and discuss similarities and differences in people's stories/memories.
Pose the questions;
'Why do we all have different stories and memories?'
'Is it a good thing that we all have different stories and memories?'
'What would the world be like if we all had the same story?'
'How can we all get along if we all have a different story?' (Bucket Filling)
Record student responses.
Australian Curriculum
History
Inquiry and Skills
Explore a point of view (ACHASSI005)
Compare objects from the past with those from the present and consider how they have changed over time (ACHASSI006)
Draw simple conclusions based on discussions, observations and information displayed in pictures and texts (ACHASSI008)
Knowledge and Understanding
How the stories of families and the past can be communicated, for example, through photographs, artefacts, books, oral histories, digital media and museums (ACHASSK013)
English
Interacting with others
Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations(ACELY1646)