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Stage 1

Objective B

Speaking and Listening 2

Deliver short oral presentations to peers.

Writing and Representing 2

Discuss the characters and settings of different texts and explore how language is used to present these features in different ways.

Grammar, Punctuation and Vocabulary

Explore differences in words that represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs).

Objective A


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


Draw on personal experience and topic knowledge to express opinions in writing.

Reading and Viewing 1

Compare opinions about characters, events and settings in and between texts.

Theme:

Relationships

Key Concept:

Stereotypes

Text

Pearl Barley and Charlie Parsley

By

Aaron Blabey

Objective C

Thinking Imaginatively and Creatively

Use creative and imaginative features in role-play and drama.

Objective D

Expressing Themselves

Respond to a range of texts, e.g. short films, documentaries and digital texts that include issues about their world, including home life and the wider community.

Objective E

Reflecting on Learning

Jointly develop criteria for assessing their own and others presentations or compositions with teacher guidance.

Text Overview

Pearl Barley and Charlie Parsley are different in every way. Pearl Barley loves death-defying missions, solving mysteries, talking very loudly and is a terrible show-off. Charlie Parsley prefers reading in quiet places to jumping off buildings, is scared of everything and everyone, and is painfully shy. How are they such good friends?

Teaching/Learning Activities

Resources

Objective A

Communicate through speaking, listening, reading, writing, viewing and representing.


Look carefully at the front cover. What do you think the book will be about? Who are the characters? Describe what they are wearing. What do you think will be surprising about the story? How do you think the characters are feeling and thinking? Why? What is courage? Who or what helps you to face your fears?

Writing & Representing 1

Make a friendship tree by writing the word friendship in the trunk of a tree and adding words to branches. Think of things you do with your friends such as playing, laughing, acting, climbing, skipping, dressing up, drumming, investigating, reading, watering the garden, swimming, caring for pets, bathing, solving mysteries, dreaming, cloud watching, dancing and hiding. Add these doing/action words (verbs) to the friendship tree.

Hwriting & Digital Technologies

Reading & Viewing1 Students watch Disney Cinderella 2012 DVD release. Discuss the qualities of Cinderella and how she differs from Pearl Barley (stereotypes). Also discuss the differences between the prince and Charlie Parsley.

Spelling

Ref: National Literacy and Numeracy Week 2012

My Friendship Tree worksheet.

Disney Cinderella 2012 DVD release

Objective B

Use language to shape and make meaning according to purpose, audience and context.

Speaking and Listening 2 Why do you think Pearl Barley and Charlie Parsley are friends? Would you like to be friends with Pear Barley? Explain why. Would you like to be friends with Charlie Parsley? Explain why. What is a relationship? Why is a friendship an important relationship? Ask the students to talk to each other about whether they are like Pearl Barley or Charlie Parsley and who would they like to be like and why.

Writing & Representing 2 Students write down some questions to ask Pearl Barley or Charlie Parsley.

Reading & Viewing 2 Categorise the items which belong to Pearl and Charlie. Discuss how these differ from items traditionally expected to be owned by boys or girls.

Grammar, Punctuation & Vocab

Build vocabulary bank of personal attributes -word meanings-boisterous, active, outgoing, inquisitive, introspective, shy gentle, calm.

Categorising worksheet

Objective C

Think in ways that are imaginative, creative, interpretive and critical.

Thinking Imaginatively & Creatively

Hot seating

Teacher chooses a student to be Charlie Parsley and/or Pearl Barley to sit at the front. Ask Charlie Parsley the questions the students have written and those below. How do you feel when you see dark shadows? How does Pearl Barley help you to overcome your fears? What kinds of mysteries does Pearl Barley like to solve? How does Pear Barley help Charlie Parsley to be a hero?

Hot seat (chair)

Objective D

Express themselves and their relationships with others and their world.


Art: Use lead and watercolour pencils to draw a comparison between Cinderella with the Prince and Pearl Barley with Charlie Parsley.

Worksheet of Cinderella and the Prince compared to Pearl Barley and Charlie Parsley.

Objective E

Learn and reflect on their learning through their study of English.


Students watch the Disney movie Frozen. They compare the difference between the characters in Cinderella highlighting stereotypes e.g. the prince is not kind and does not love the princess, the princess does not choose the prince to save her but her sister instead.

Disney movie Frozen (parent permission required for PG rating).

Assessment / Collecting Evidence

Observation

Anecdotal Records

Checklist / Matrix

Rubric (CTJ)

Self-Assessment

Peer Assessment

Student Teacher Conference

Journals

Assessment task

Observations during activities and discussions.

Observations during hot seating.

Individual questioning when describing their comparison artwork as to whether they understand the concept of stereotypes.

Presentation to the class of their work.

Categorising task for comprehension.

Science & Technology

History

Look at historic novels such as fairy tales e.g. Cinderella, Snow White

Mathematics

Create a table.

Ways that Pearl Barley and Charlie Parsley and different and alike. How many children are in the story?

Possible Links to Other KLAs

Creative Arts - To scaffold the interpretation of the authors purpose and meaning.

Personal Development - Interpersonal Relationships - Interpersonal Relationships is concerned with developing an understanding of the nature of relationships. Students develop skills for building positive responsible relationships, and practice their application so that they can use them effectively in their lives.

Text Overview

In a snowing day, Max builds an igloo on the other side of his sidewalk. When his older sister Claire and her friends arrive, Max throws snowballs in the group and they begin a war. Max hides in his igloo, but the teenagers jump over it and destroy his shelter. The upset Max wets Claire's room with snow and then he does not obey his mother and bites her. He runs away home wearing his wolf costume and mentally travels to an imaginary world inhabited with wild things that elect the boy their king.


Resources

Objective A


Speaking and Listening 1 - Read the text to the class

Pair discussion: Making personal connections. Using card number 28 New Kid in Town

Responding to questions about how they could make someone feel important and not left out.

Would you be their friend?

Gauge responses and discuss character personality traits?

Do they know anyone like Max? How could they make them feel welcome? What type of adjectives can they identify within the text?

Writing & Representing 1 & Hwriting & Digital Technologies re read the text

Compose a range of written forms of communication, including emails, greeting cards and letters.

Make a welcome to the school card for any of the characters.

Why would you make a card? What is its purpose? Would you like to receive a card if you came to a new school?

Understand thathandwriting and presentation of work needs to reflectaudience andpurpose in order to communicate effectively.

Discuss prior to making the cards how presentation affects purpose, how relevance of diagrams and wording contribute to meaning.

How effective is the card? How does the presentation reflect the content

Reading & Viewing1 revisit the text

Understand how sentence punctuation is used to enhance meaning and fluency

Using sections of the text (photocopied sections for each child), students are to identify simple punctuation.

Full stops, why are they used and when?

Commas, what are they doing in the sentence and do they add meaning, atmosphere or other dramatic technique.

Speech marks, when are they used.

Class discussion after activity to share ideas.

Spelling

Spell high-frequency and common sight words accurately when composing texts

Whilst working on the card or digital card are the students spelling the HF or sight words correctly?

Make a word wall to assist allowing students time to use a dictionary or write the word on the word wall for others to see and share.

50 Fabulous prompt cards for discussion

(attached)

Folded greeting cards (1 per student)

Greeting card can be made using Microsoft Word and other word processing software.

Sections of the text photocopied (one or two per students)

Cards for the word wall.

Objective B



Make connections between different methods of communication, eg Standard Australian English, Aboriginal English, home language, sign language and body language.

Using the section of the story where Max feels so bad that he acts like an animal?

Why did he do that? Why didnt he use his words to explain how he felt? (this could also open up a discussion about non-verbal children and adults and how they communicate)

Brainstorm words that can be used to describe Maxs actions ( to be used in the mind map)

Children make a mind map with the actions or body language identified, and then in groups decide what words best describe the actions and add them to the mind map (in a different colour)

Writing & Representing 2 & Grammar, Punctuation & Vocab

Draw on personal experience and feelings as subject matterto compose imaginative and other texts for different purposes

Why did Max come home again? Do you think the story was a dream? What reasons or clues are there to support the dream theory?

Discuss Maxs character. Can they identify some of his characteristics with them selves? Use the IWB to write the comparisons and similarities. How would you feel if you were Max in the story?

What would you do ?

Using the words and some of their own students are to write their own ideas for a dream.

Reading & Viewing 2

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 (ACELA1450)

READING THE IMAGES

Have students think, pair and share their thoughts about these questions.

Why did Maurice Sendak choose this colour palette?

Notice the framing of the illustrations and their relative size on the page

throughout the story. How does it change and why?

Notice changes to Maxs suit throughout the story. (Is the hood on? Does he

have his crown?) What role does this have in telling his story?

How do the images show Maxs power in the story? (Relative size of objects,

etc.)

(Where the Wild Things Are, Teaching Support Kit by Suzanne Oakley)

CREATE THE UNSPOKEN TEXT

Sendak has left four pages of Wild Rumpus-ing without text. Have students write dialogue and story for these four pages. (see resources for lower ability and special ed)

Character analysis brainstorm adjectives to describe the characters

Give the children a picture of their favourite character in the book. Allow them to annotate the characters traits, both personality and features. (save for future use)

Pre prepared mind maps with characters actions identified. (1 per student)

Writing template

http://www.makinglearningfun.com/t.asp?b=m&t=http://www.makinglearningfun.com/Activities/Halloween/WWTA-WritingPrompt/WWTA-WritingPrompt-top.gif

Where the Wild Things Are - Teaching Support Kit by Suzanne Oakley (attached)

Photo copied pages where the text is missing. To support the lower ability use pages that previously had text and allows them to devise their own version of the story.

Photocopied pictures of each characters.

Objective C



Recreate texts imaginatively using drawing, writing, performance and digital forms of communication (ACELT1586)

CREATE A DREAMSCAPE

Maxs time in the Land of the Wild Things is an envisioned world of his imagination. Have students create an artwork that looks like their dreams and imaginings. Ask them to think about their use of palette (colours), materials (paint, crayons, pencils, textas etc.) and creatures (who or what are in it). Get then to name their imagined world.


Have a classroom gallery of the artwork and allow the students to write appreciation cards detailing what they like about 1 or 2 different art works and how the artist/author has captured their imaginative world.

Art paper, different art mediums.

Appreciation cards. (attached I like this artwork because)

Objective D



Identify aspects of different types ofliterary texts that entertain, and give reasons for personal preferences (ACELT1590)

Did they prefer the book and their own imagination or did the DVD make understanding the story easier? What was different/same about their favourite characters?

Using their previous character analysis sheets, allow the students to add extra information gained by viewing the DVD.

At the end of the activity allow the students to express their opinion about the changes they made to their first character analysis. ( use as an assessment tool )

Where the Wild Things Are DVD

Viewing permission notes ( 1 per students)

(Attached)

Previous character analysis stencils

Objective E



Discuss some of the ways that story can be reflected in a variety of media, eg film, music and dance.

After viewing the movie role play using the 50 Fabulous prompt cards for discussion

Using the idea of a Chat Show Host as per 50 fabulous

Allow the students to express their views and opinions on both the DVD and Book with one student being a chat show host. Discussing:

WHERE THE WILD THINGS ARE: THE MOVIEThe tagline for the movie poster is there is one in all of us.

What do the film makers mean by this statement?

Do you agree?

What changes have they made to the story for the movie? Compare the changes

to the narrative referring to characters, art design, etc.

Discuss why these changes were important, what more (or less) they tell us about

the characters or the story.



(attached)

Text Overview

Wilfrid is a small boy who lives next door to an old peoples home. He likes all the people who live there, but his favourite person of all is Nancy Alison Delacourt Cooper, because she has four names just as he does. One day Wilfrid hears his parents talking about how Miss Nancy has lost her memory. Wilfrid doesnt know what a memory is so he decides to ask everyone he knows. When he is finished he sets out to find something to fit each of the explanations that he received. When he gives them to Miss Nancy she gets her memory back.


Resources

Objective A



Show students the cover of Wilfrid Gordon McDonald Partridge. Ask them to predict what the book might be about. Draw their attention to the four names in the title and discuss why someone would have four names like this. Have students discuss the origins and meanings of their own names (cultural, being named after someone, using mothers maiden name).

Ask students to recall any other stories they have read by Mem Fox e.g. Koala Lou. Look at the illustrations on the front and back cover and discuss how they might indicate the nature of the story. Encourage students to talk about the six chairs, where the story is taking place, who is sitting in the chairs, and so on. Why they think the last chair appears to have no one sitting in it.

Read Wilfrid Gordon McDonald Partridge and encourage students to respond freely to the story.


Guided Discussion. Explain to the students that there are many different things that friends do for each other (e.g. They cheer you up when you are sad). Have students think of things that friends do for each other and list them on a piece of butcher paper. Give each student a pre-made card with the prompt You are a good friend because ___________. Have each child make a thank you card for a friend listing why that person is a good friend.

Reading & Viewing1

* Look at the objects that Wilfrid collected to help Miss Nancy remember and point out the way they are shown through illustrations. Students fill in worksheet to show the memories that Wilfrid had for the objects and the memories that Miss Nancy had. Students fill in the last column with any memories that these objects might have for them.

Premade card: You are a good friend because_______________________.

Objective B


Speaking and Listening 2 Children will survey others and create their own list of definitions of what a memory is. Children go home and survey and record what their friends and family say a memory is on a given interview sheet. Discuss the many different things that a memory can be. Introduce the dictionary definition of memory and discuss this definition in comparison to the other definitions that the children have gathered.

Writing & Representing 2 Students write a list of their five favourite definitions of what a memory can be.

Reading & Viewing 2


Objective C



Revisit the text, showing students the pattern of sentences that are formed by what the characters say about memory:

Something you remember.

Something warm.

Something from long ago. Etc.. (Write these lines on chart paper.)

Tell the students that they are going to make a play about memories based on these lines. Each group of students create a depiction or tableau for the line. Ask them to decide who will say the line while the depiction or tableau is held.

Arrange the class in a semicircle in their groups. Each group must be ready to move into their tableau. Each group present their tableau and line in turn and without interruption.

Spend some time talking about the pictures that were made.

Objective D



Given each childs list of favourite memory definitions each child will create their own memory box just as Wilfrid Gordon did.

These memory boxes should be compact enough to be able to fit in a shoe box. To make the idea more concrete the teacher may wish to make an example memory box and share it with the class. e.g. When I smell lilacs I think of playing on the front lawn when I was a child.

Objective E



Have each child share their memory box with the rest of the class. While the child is sharing you can evaluate their ability to demonstrate understanding of the idea of collecting objects that trigger memory.


Observation

Anecdotal Records

Checklist / Matrix

Rubric (CTJ)

Self-Assessment

Peer Assessment


Journals

Assessment task


Memory box.


History


Mathematics

Create a table.



Personal Development - Interpersonal Relationships - Interpersonal Relationships is concerned with developing an understanding of the nature of relationships. Students develop skills for building positive responsible relationships, and practise their application so that they can use them effectively in their lives.

Stage 1 Overview Where the Wild Things Are

Objective B


understand that spoken, visual and written forms of language are different modes of communication with different features and their use varies according to the audience, purpose, context and cultural background (ACELA1460)


draw on personal experience and feelings as subject matter to compose imaginative and other texts for different purposes


know some features of text organisation including page and screen layouts, alphabetical order, and different types of diagrams, for example timelines (ACELA1466)

Grammar and Punctuation

begin to understand that choice of vocabulary adds to the effectiveness of text

Objective A


Understand that language varies when people take on different roles in social and classroom interactions and how the use of key interpersonal language resources varies depending on context. (AELA 1461)

compose a range of written forms of communication, including emails, greeting cards and letters


compose a range of written forms of communication, including emails, greeting cards and letters


identify the parts of a simple sentence that represent 'What's happening?', 'Who or what is involved?' and the surrounding circumstances (ACELA1451

Spelling

spell high-frequency and common sight words accurately when composing texts

spell known words using letter names

isolate and write the initial, medial and final sound of a word

Theme:

Relationships

Key Concept:

Emotive Language

Visual Representation

Text

Where the Wild Things Are

By

Maurice Sendak

Objective D


identify aspects of different types of literary texts that entertain, and give reasons for personal preferences (ACELT1590)

Develop and apply conceptual knowledge

discuss how depictions of characters in print, sound and images reflect the contexts in which they were created (ACELT1581, ACELT1587)

Respond to and Compose Text

respond to a range of texts, eg short films, documentaries and digital texts, that include issues about their world, including home life and the wider community

Objective C


recreate texts imaginatively using drawing, writing, performance and digital forms of communication

Objective E

Understand and Apply Knowledge of language forms and Features

discuss some of the ways that story can be reflected in a variety of media, eg film, music and dance

Text Overview

In a snowing day, Max builds an igloo on the other side of his sidewalk. When his older sister Claire and her friends arrive, Max throws snowballs in the group and they begin a war. Max hides in his igloo, but the teenagers jump over it and destroy his shelter. The upset Max wets Claire's room with snow and then he does not obey his mother and bites her. He runs away home wearing his wolf costume and mentally travels to an imaginary world inhabited with wild things that elect the boy their king.


Resources

Objective A


Speaking and Listening 1 - Read the text to the class

Pair discussion: Making personal connections. Using card number 28 New Kid in Town

Responding to questions about how they could make someone feel important and not left out.

Would you be their friend?

Gauge responses and discuss character personality traits?

Do they know anyone like Max? How could they make them feel welcome? What type of adjectives can they identify within the text?

Writing & Representing 1 & Hwriting & Digital Technologies re read the text


Make a welcome to the school card for any of the characters.

Why would you make a card? What is its purpose? Would you like to receive a card if you came to a new school?

Understand thathandwriting and presentation of work needs to reflectaudience andpurpose in order to communicate effectively.

Discuss prior to making the cards how presentation affects purpose, how relevance of diagrams and wording contribute to meaning.

How effective is the card? How does the presentation reflect the content

Reading & Viewing1 revisit the text

Understand how sentence punctuation is used to enhance meaning and fluency

Using sections of the text (photocopied sections for each child), students are to identify simple punctuation.

Full stops, why are they used and when?

Commas, what are they doing in the sentence and do they add meaning, atmosphere or other dramatic technique.

Speech marks, when are they used.

Class discussion after activity to share ideas.

Spelling

Spell high-frequency and common sight words accurately when composing texts

Whilst working on the card or digital card are the students spelling the HF or sight words correctly?

Make a word wall to assist allowing students time to use a dictionary or write the word on the word wall for others to see and share.


(attached)

Folded greeting cards (1 per student)

Greeting card can be made using Microsoft Word and other word processing software.

Sections of the text photocopied (one or two per students)

Cards for the word wall.

Objective B



Make connections between different methods of communication, eg Standard Australian English, Aboriginal English, home language, sign language and body language.

Using the section of the story where Max feels so bad that he acts like an animal?

Why did he do that? Why didnt he use his words to explain how he felt? (this could also open up a discussion about non-verbal children and adults and how they communicate)

Brainstorm words that can be used to describe Maxs actions ( to be used in the mind map)

Children make a mind map with the actions or body language identified, and then in groups decide what words best describe the actions and add them to the mind map (in a different colour)

Writing & Representing 2 & Grammar, Punctuation & Vocab

Draw on personal experience and feelings as subject matterto compose imaginative and other texts for different purposes

Why did Max come home again? Do you think the story was a dream? What reasons or clues are there to support the dream theory?

Discuss Maxs character. Can they identify some of his characteristics with them selves? Use the IWB to write the comparisons and similarities. How would you feel if you were Max in the story?

What would you do ?

Using the words and some of their own students are to write their own ideas for a dream.

Reading & Viewing 2

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 (ACELA1450)

READING THE IMAGES

Have students think, pair and share their thoughts about these questions.

Why did Maurice Sendak choose this colour palette?

Notice the framing of the illustrations and their relative size on the page

throughout the story. How does it change and why?

Notice changes to Maxs suit throughout the story. (Is the hood on? Does he

have his crown?) What role does this have in telling his story?

How do the images show Maxs power in the story? (Relative size of objects,

etc.)


CREATE THE UNSPOKEN TEXT

Sendak has left four pages of Wild Rumpus-ing without text. Have students write dialogue and story for these four pages. (see resources for lower ability and special ed)

Character analysis brainstorm adjectives to describe the characters

Give the children a picture of their favourite character in the book. Allow them to annotate the characters traits, both personality and features. (save for future use)

Pre prepared mind maps with characters actions identified. (1 per student)

Writing template

http://www.makinglearningfun.com/t.asp?b=m&t=http://www.makinglearningfun.com/Activities/Halloween/WWTA-WritingPrompt/WWTA-WritingPrompt-top.gif

Where the Wild Things Are - Teaching Support Kit by Suzanne Oakley (attached)

Photo copied pages where the text is missing. To support the lower ability use pages that previously had text and allows them to devise their own version of the story.

Photocopied pictures of each characters.

Objective C



Recreate texts imaginatively using drawing, writing, performance and digital forms of communication (ACELT1586)

CREATE A DREAMSCAPE

Maxs time in the Land of the Wild Things is an envisioned world of his imagination. Have students create an artwork that looks like their dreams and imaginings. Ask them to think about their use of palette (colours), materials (paint, crayons, pencils, textas etc.) and creatures (who or what are in it). Get then to name their imagined world.


Have a classroom gallery of the artwork and allow the students to write appreciation cards detailing what they like about 1 or 2 different art works and how the artist/author has captured their imaginative world.

Art paper, different art mediums.

Appreciation cards. (attached I like this artwork because)

Objective D



Identify aspects of different types ofliterary texts that entertain, and give reasons for personal preferences (ACELT1590)

Did they prefer the book and their own imagination or did the DVD make understanding the story easier? What was different/same about their favourite characters?

Using their previous character analysis sheets, allow the students to add extra information gained by viewing the DVD.

At the end of the activity allow the students to express their opinion about the changes they made to their first character analysis. ( use as an assessment tool )

Where the Wild Things Are DVD

Viewing permission notes ( 1 per students)

(Attached)

Previous character analysis stencils

Objective E



Discuss some of the ways that story can be reflected in a variety of media, eg film, music and dance.

After viewing the movie role play using the 50 Fabulous prompt cards for discussion

Using the idea of a Chat Show Host as per 50 fabulous

Allow the students to express their views and opinions on both the DVD and Book with one student being a chat show host. Discussing:

WHERE THE WILD THINGS ARE: THE MOVIEThe tagline for the movie poster is there is one in all of us.

What do the film makers mean by this statement?

Do you agree?

What changes have they made to the story for the movie? Compare the changes

to the narrative referring to characters, art design, etc.

Discuss why these changes were important, what more (or less) they tell us about

the characters or the story.



(attached)

Stage 1 Overview Wilfrid Gordon McDonald Partridge

Objective A


Explore different ways of expressing emotions, including

verbal, visual, body language and facial expressions.


Compose a range of written forms of

communication, including emails, greeting cards

and letters.


Use background knowledge of a topic to make

inferences about the ideas in a text.

Objective B


Recognise different oral texts, eg conversations at home, in the

classroom and playground.


Compare different kinds of images in narrative and

informative texts and discuss how they contribute to

meaning.

Objective C


Identify creative language features in imaginative texts

that enhance enjoyment, eg illustrations, repetition

Objective D


Recognise and begin to understand that their own experience

helps shape their responses to and enjoyment of texts.

Objective E


Jointly develop criteria for assessing their own and others

presentations or compositions with teacher guidance.

Text

Wilfrid Gordon

McDonald Partridge

By

Mem Fox

Theme:

Relationships

Key Concept:

Visual Literacy

Stage 1 Overview Wilfrid Gordon McDonald Partridge

Objective B


Recognise different oral texts, eg conversations at home, in the classroom and playground.


Compare different kinds of images in narrative and informative texts and discuss how they contribute to meaning.

Objective A


Explore different ways of expressing emotions, including verbal, visual, body language and facial expressions.




Use background knowledge of a topic to make inferences about the ideas in a text.

Theme:

Relationships

Key Concept:

Visual Literacy

Text

Wilfrid Gordon McDonald Partridge

By

Mem Fox

Objective D


Recognise and begin to understand that their own experience helps shape their responses to and enjoyment of texts.

Objective C


Identify creative language features in imaginative texts that enhance enjoyment, eg illustrations, repetition

Objective E


Jointly develop criteria for assessing their own and others presentations or compositions with teacher guidance.

Text Overview

Wilfrid is a small boy who lives next door to an old peoples home. He likes all the people who live there, but his favourite person of all is Nancy Alison Delacourt Cooper, because she has four names just as he does. One day Wilfrid hears his parents talking about how Miss Nancy has lost her memory. Wilfrid doesnt know what a memory is so he decides to ask everyone he knows. When he is finished he sets out to find something to fit each of the explanations that he received. When he gives them to Miss Nancy she gets her memory back.


Resources

Objective A



Show students the cover of Wilfrid Gordon McDonald Partridge. Ask them to predict what the book might be about. Draw their attention to the four names in the title and discuss why someone would have four names like this. Have students discuss the origins and meanings of their own names (cultural, being named after someone, using mothers maiden name).

Ask students to recall any other stories they have read by Mem Fox e.g. Koala Lou. Look at the illustrations on the front and back cover and discuss how they might indicate the nature of the story. Encourage students to talk about the six chairs, where the story is taking place, who is sitting in the chairs, and so on. Why they think the last chair appears to have no one sitting in it.

Read Wilfrid Gordon McDonald Partridge and encourage students to respond freely to the story.


Guided Discussion. Explain to the students that there are many different things that friends do for each other (e.g. They cheer you up when you are sad). Have students think of things that friends do for each other and list them on a piece of butcher paper. Give each student a pre-made card with the prompt You are a good friend because ___________. Have each child make a thank you card for a friend listing why that person is a good friend.

Reading & Viewing1

* Look at the objects that Wilfrid collected to help Miss Nancy remember and point out the way they are shown through illustrations. Students fill in worksheet to show the memories that Wilfrid had for the objects and the memories that Miss Nancy had. Students fill in the last column with any memories that these objects might have for them.

Premade card: You are a good friend because_______________________.

Objective B


Speaking and Listening 2 Children will survey others and create their own list of definitions of what a memory is. Children go home and survey and record what their friends and family say a memory is on a given interview sheet. Discuss the many different things that a memory can be. Introduce the dictionary definition of memory and discuss this definition in comparison to the other definitions that the children have gathered.

Writing & Representing 2 Students write a list of their five favourite definitions of what a memory can be.

Reading & Viewing 2


Objective C



Revisit the text, showing students the pattern of sentences that are formed by what the characters say about memory:

Something you remember.

Something warm.

Something from long ago. Etc.. (Write these lines on chart paper.)

Tell the students that they are going to make a play about memories based on these lines. Each group of students create a depiction or tableau for the line. Ask them to decide who will say the line while the depiction or tableau is held.

Arrange the class in a semicircle in their groups. Each group must be ready to move into their tableau. Each group present their tableau and line in turn and without interruption.

Spend some time talking about the pictures that were made.

Objective D



Given each childs list of favourite memory definitions each child will create their own memory box just as Wilfrid Gordon did.

These memory boxes should be compact enough to be able to fit in a shoe box. To make the idea more concrete the teacher may wish to make an example memory box and share it with the class. e.g. When I smell lilacs I think of playing on the front lawn when I was a child.

Objective E



Have each child share their memory box with the rest of the class. While the child is sharing you can evaluate their ability to demonstrate understanding of the idea of collecting objects that trigger memory.


Observation

Anecdotal Records

Checklist / Matrix

Rubric (CTJ)

Self-Assessment

Peer Assessment


Journals

Assessment task


Memory box.



History


Mathematics

Create a table.


Personal Development - Interpersonal Relationships - Interpersonal Relationships is concerned with developing an understanding of the nature of relationships. Students develop skills for building positive responsible relationships, and practise their application so that they can use them effectively in their lives.

Stage 1 Overview Where the Wild Things Are

Objective A


Understand that language varies when people take on different roles in social and

classroom interactions and how the use of key interpersonal language resources varies

depending on context. (AELA 1461)

compose a range of written forms of communication, including emails, greeting

cards and letters


compose a range of written forms of communication, including emails, greeting

cards and letters


identify the parts of a simple sentence that represent 'What's happening?', 'Who or

what is involved?' and the surrounding circumstances (ACELA1451

Spelling

spell high-frequency and common sight words accurately when composing texts

spell known words using letter names

isolate and write the initial, medial and final sound of a word

Objective B


understand that spoken, visual and written forms of language are different modes of

communication with different features and their use varies according to the audience,

purpose, context and cultural background (ACELA1460)


draw on personal experience and feelings as subject matter to compose imaginative

and other texts for different purposes


know some features of text organisation including page and screen layouts,

alphabetical order, and different types of diagrams, for example timelines

(ACELA1466)

Grammar and Punctuation

begin to understand that choice of vocabulary adds to the effectiveness of text

Objective C


recreate texts imaginatively using drawing, writing, performance and digital forms of

communication

Objective D


identify aspects of different types of literary texts that entertain, and give reasons for personal

preferences (ACELT1590)

Develop and apply conceptual knowledge

discuss how depictions of characters in print, sound and images reflect the contexts in which

they were created (ACELT1581, ACELT1587)

Respond to and Compose Text

respond to a range of texts, eg short films, documentaries and digital texts, that include issues

about their world, including home life and the wider community

Objective E

Understand and Apply Knowledge of language forms and

Features

discuss some of the ways that story can be reflected in a variety of media, eg

film, music and dance

Text

Where the Wild Things Are

By

Maurice Sendak

Theme:

Relationships

Key Concept:

Emotive Language

Visual Representation

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