Lesson 1: Writing a memoir

Learning intention

We are learning to recall characters and events in texts to help us remember what we have read or listened to.

Success criteria

I can compare Mike’s story to my story and record what is the same or different about my place and his in a Venn diagram.

Lesson structure

  1. Introduce the learning intention.
  2. It is assumed that My Place by Nadia Wheatley and Donna Rawlins has been previously shared with the class and read for meaning and enjoyment. Reread the 1978 double page spread on Mike’s story.
  3. Using the doughnut sharing technique, students form two circles, an outer and inner circle. Pairs turn and face each other and:
    • recall Mike’s family members and special information about his family, including his pet cat, Whiskers
    • describe their own family members and any special information they feel comfortable sharing, including family pets
    • retell how Mike celebrates Easter
    • describe how their own family celebrates a special event.

      After discussion of each point, students in the outer circle move one step to the right, resulting in new partner formations. This technique promotes multiple opportunities for students to hear and share information on the characters and events relevant to Mike’s story in My Place and provides oral rehearsal for the written task to follow.

  4. Create a Venn diagram about Mike’s family and your family: Introduce an enlarged Venn diagram template to model the task for students. Ask students to recall the information about Mike and his family and share similar information about your family (i.e. the teacher’s). What is the same? What is different? The teacher records the information about both families on the Venn diagram template for students to view.  Read the success criteria with the students so all students know what is expected.
  5. Students complete individual Venn diagrams, drawing and writing key information. The teacher’s modelled Venn diagram is displayed to scaffold students. Work with a small group or individually with a student to assist the completion of the task as appropriate to the needs of the group.
  6. Students return to the whole group and share their Venn diagram with a partner. They must include discussion on any similarities and differences between Mike and themselves.
  7. Return to the success criteria and students self-evaluate their learning.