MEM FOX: Literature Study Unit (K/1/2)- 5 weeks

Summary of Unit:
In this Unit of Work, students will investigate a range of picture storybooks
written by Mem Fox and create a range of artistic murals to represent their
understandings of the text as well as their favourite pages and characters from
the texts. After reading each text, students will be given the opportunity to
discuss what they think of the text and how it relates to their own feelings and
emotions about familiar experiences and memories. Students will also participate
in the discovery of how movement and dance is related to a text and the
different ways in which they can express their ideas and interpretations of a text.
Australian Curriculum Links:
Foundation:
English:
Recognise that texts are made up of words and groups of words that make
meaning (ACELA1434)
Understand that language can be used to explore ways of expressing
needs, likes and dislikes (ACELA1429)
Science:
Explore and make observations by using the senses (ACSIS011)

Engage in discussions about observations and use methods such as

drawing to represent ideas (ACSIS233)
The way objects move depends on a variety of factors, including their size
and shape (ACSSU005)
Interpersonal Development:
With teacher support, students begin to identify and develop the skills
required to work together in a group, including taking turns, and sharing
and caring for equipment and resources. Through supported reflection on
their own experiences of working with a partner, in small group and whole-
class situations, students share their thoughts on group collaboration and
learn to describe and practice skills that contribute to the formation of
positive relationships, and explain why these skills are desirable.
Year 1:
English:
Understand that the purposes texts serve shape their structure in
predictable ways (ACELA1447)
Explore different ways of expressing emotions, including verbal, visual,
body language and facial expressions (ACELA1787)
 Discuss characters and events in a range of literary texts and share
personal responses to these texts, making connections with students own
experiences (ACELT1582)
Science:
Through discussion, compare observations with predictions (ACSIS214)

People use science in their daily lives, including when caring for their
environment and living things (ACSHE035)
Represent and communicate observations and ideas in a variety of ways
such as oral and written language, drawing and role play (ACSIS029)
Interpersonal Development:
Students learn to work in teams to complete structured activities within a
set timeframe (the teacher may select the teams and allocate roles and
responsibilities). Students learn to stay on task and share resources fairly.
In response to questions and prompts, they learn to reflect on the teams
challenges and successes and their contribution to the teams
effectiveness.
Year 2:
English:
Discuss how depictions of characters in print, sound and images reflect
the contexts in which they were created (ACELT1587)
Compare opinions about characters, events and settings in and between
texts (ACELT1589)
Know some features of text organisation including page and screen
layouts, alphabetical order, and different types of diagrams, for example
timelines (ACELA1466)
Science:
Represent and communicate observations and ideas in a variety of ways
such as oral and written language, drawing and role play (ACSIS042)
Interpersonal Development:
Students learn to work in teams to complete structured activities within a
set timeframe (the teacher may select the teams and allocate roles and
responsibilities). Students learn to stay on task and share resources fairly.
In response to questions and prompts, they learn to reflect on the teams
challenges and successes and their contribution to the teams
effectiveness.
Overall aim of Lesson Plan/Unit:
Students will experience a range of Mem Fox texts and relate to their own
experiences; and
Students will demonstrate their ability to participate in a range of cross-
curricular activities.
Indicators of Success:
Knowledge What students will know
How to identify the similarities and differences between different texts

How to create a timeline depicting significant event in individual students

lives
How to present learning in different contexts

How to ask questions relating to different aspects of a text

How to create artwork using favourite memories and favourite parts of a

book
How to identify the importance of animals within the environment

How to identify a journey taken using different resources (Map of Australia

using IWB)
How to present factual information in a poster form

Discipline Based Skills Students will be able to

Create human movement through engaging in dance and drama

Create personalised learning experiences through participating in class

activities
Identify significant events in their childhood

Reread a text and use new knowledge to improve understanding and

comprehension of the text
Create artworks from the text

Demonstrate their ability to work with the whole class and small groups to
complete a structured task
Listen and form questions based on their prior knowledge and new found
knowledge
Interdisciplinary Skills Students will be able to
Monitor and evaluate their involvement in all activities, based on teacher
input and individual student reflection
Use ICT to organise thoughts and ideas

Socialise and behave appropriately in group and whole class situations

Show their learning in different contexts

Share knowledge with others

Collaboratively work with others to achieve a common goal

 Exhibit critical thinking skills through effective feedback and thinking
creatively
Unit of Work Sequence:

Week 1

Weekly Topic: Wilfred Gordon McDonald Partridge

Learning Objective: To learn about memories through reading a text.

Success Criteria: Successful completion of activities and ability to

present learning in different ways.
Key Vocabulary: Wilfred Gordon McDonald Partridge, memory,
grandparents, special, experiences, timeline, senses, collage.
Lesson One (Before Reading, Read Text, After Reading)
Before Reading
Invite students to share any special experiences they have had with people much
older than they are. Do students have grandparents or a favourite older
neighbour or family friend? What makes this person special to them? Ask:
What kinds of activities do you do with your grandparents or older friend?
What sorts of thins do you talk about together?
Has this person ever taught you anything special, such as how to make a
favourite recipe or practice a certain skill?
How is spending time with an older friend different from spending time
with someone your own age? How is it similar?
After Reading
Assist students to have an understanding of what a memory is. Ask:
 What does it mean to remember something? Do you remember what you
ate for breakfast this morning? How about what you did after school
yesterday?
Can you remember anything special you did along time ago, such as going
on a trip or an outing with your family? What do you remember about it?
Explain that a memory is anything that a person remembers from the past (it can
be something that happened a short time ago or a long time ago). Discuss how
Wilfred helped Miss Nancy remember important events in her life by bringing her
special objects. Ask:
Have you ever brought back a souvenir from a trip to help you remember
it?
Do you have any items from when you were younger, such as a favourite
blanket or a stuffed animal? What things do these items help you
remember?
Invite students to talk about Wilfreds relationship with Miss Nancy. Ask:
How did Wilfred show kindness toward Miss Nancy? How did he help her?

What were some things that Wilfred and Miss Nancy had in common?

http://www.storylineonline.net/wilfrid-gordon-mcdonald-partridge/
Lesson Two Clothespin Timeline
Help students to remember and learn about memoires and the passage of
time as sequencing skills are reinforces through a timeline.
Have students brainstorm a list of important events in their lives. These
might include accomplishments (such as learning to tie their shoes) and
any big changes that have taken place for them (such as moving to a new
town).
Provide students with several sheets of drawing paper and invite them to
illustrate one event on each sheet. Assist students to write captions for
their pictures. Add ages to events.
Hang one string of string in the room for each child.

Have students hang their pictures from the pegs in sequential order to
create a time line.
Lesson Three Class Time Capsule
Revise definitions of a memory. Add any new learning/vocabulary to Word
Wall.
A major theme present within the story is that objects can bring back memories.
Introduce the concept of a class time capsule.

Explain to students that a time capsule is a collection of objects that help

people to remember a certain period of time. Tell students that they will be
creating a time capsule to remember their year at school.
 Have students decorate a large shoebox with collage materials. Create a
label for the box reading Our Class Time Capsule
Have students suggest items to place in the box. If someone were to find
the box years later, what items would help this person see what the
classroom was like and what kinds of activities students did?
Invite students to continue to add items to the time capsule throughout
the year. Encourage students to explain the significance of each item they
suggest. At the end of the year, open the box and share the memories.
Invite students to recall the circumstances behind each artefact and
explain what made them special.
Lesson Four
Have students bring in a favourite item from home. This could be a
favourite memory or souvenir from a holiday or birthday. Discuss the 5
senses. Have students describe their favourite item using the 5 senses.
Have students discuss the memory associated with their favourite item.
Using a selection of materials, have students create a mobile of their
favourite item using the 5 senses. Display around the classroom.
Lesson Five Memory Collage
Discuss different memories and the different items associated with these
memories.
Do all memories have a physical representation? Can some memories be
just memories?
Have students discuss the different memories they have collected over the
years.
Provide students with magazines to create a collage of their favourite
memories (toys, computer games, food, shoes, lollies, etc.).

Week 2
 Weekly Topic: Possum Magic

Learning Intention: To learn about Australia and Australian icons

through the journey of Hush and Grandma Poss.
Success Criteria: Successful completion of set work and presentation of
favourite part of the book through artwork.
Key Vocabulary: Possum Magic, Australia, text, map, investigate, Hush,
Grandma Poss, trace, coins, rubbing, artwork, illustrator, watercolour,
favourite, collage.
Lesson One Class discovery of the text
As a class read through the text, predicting events as the story is read. Discuss
and answer the following questions:
There is only one word in Possum Magic that is written in capitals. Why do
you think the word is written this way?
Only one animal in Possum Magic has things that do not belong to a wild
animal. Which creature is it? Why do you think the picture book creators
might have given the animal special objects?
What kinds of Magic were in Grandma Posss books? What do you think it
means when the author writes:
Dont worry, Grandma, said Hush. I dont mind. But in her heart of hearts she
did.
As a class, brainstorm the different animals displayed in the book. Have
students draw the different Australian animals from the book. Create a class
display.
Lesson Two Possum Magics Map
As a class, investigate the map of Australia, including the different states
and territories.
 Revise the journey taken by Hush and Grandma Poss around Australia.

Using the IWB and Google Maps to represent the boundary of the journey taken.
http://vimeo.com/7427777

https://maps.google.com/maps/ms?
ie=UTF8&hl=en&msa=0&msid=118187507239641970897.000476ef9a76
4a66831ac&z=4
Have students trace the journey on their individual maps of Australia.
Lesson Three
As a class, discuss the different objects that students associate with
Australia.
Use Inspiration to detail knowledge given by students.

Collect Australian coins and rub them with a soft lead pencil to create
pictures of Australian animals featured on the coins. Photocopy and
enlarge the rubbings.
Have students create a fact file for an animal found on one of the coins.

Lesson Four
Discuss and observe the different artworks presented within the Possum
Magic text.
The illustrator has used watercolour to paint the pictures.
Ask for student opinions on what illustrations they like and why.

Look at the different characteristics presented within large and small

pictures.
What techniques has the illustrator used to make Hush invisible?

Have students create their own version of an animal that isnt used within the
book. Make one drawing visible and the remaining drawing invisible (using the
same technique as the illustrator has in the book).
Lesson Five
Reread the text with the class and add any new learning to the class
display.
Have students pick a favourite page from the book. Use the IWB to
display larger versions of the books pages. Have students give reasons as
to why it is their favourite page.
Using pictures from magazines, scraps of fabric, drawings or other found
materials, create a collage of a page opening from the book.

Week 3
 Weekly Topic: Koala Lou

Learning Intention: To learn about Koalas through reading an online

text.
Success Criteria: Participation in class activities and completion of
poster detailing factual information relating to Koalas.
Key Vocabulary: Koala Lou, brainstorm, Koala, characteristics, Bush
Olympics, incorporate, key, environment.
Lesson One
Read through text (Can use the IWB if you want to make it bigger)

Before reading, discuss predictions for the story. After reading, have
students retell the story using sequencing. Complete a character
brainstorm for Koala Lou.
http://writingeverydayworks.wordpress.com/2008/06/28/book-of-the-month-2-
koala-lou/
Lesson Two
Brainstorm everything that students know about Koalas. What do they
look like, feel like, sounds like, etc. Use Inspiration to display learning.
Using the IWB, display images of Koalas and have students discuss the
different characteristics.
Koala crafts activity:
Have students create as A3 size poster advertising for the Bush Olympics
incorporating key text information.
Lesson Three Koala poster
As a class, watch the following YouTube clip relating to Koalas:
 Have students watch and discuss the different ways that Koalas interact
with other Koalas and what environments they live in.
Have students create a poster about a Koala ensuring that they include
information about their habitat, food and general characteristics.
Lesson Four What do I see? What do I think? What do I wonder?
Discuss the different emotions that are observed throughout the book.
What do these emotions look like? Have students think about the different
emotions that they see and use throughout the day.
Divide students into three groups. Each group of students will look at
selected pages to answer the following questions: What do I see? What do
I think? What do I wonder?
Group One: How does Koala Lou feel now new siblings have arrived?

Group Two: Did Koala Klaws climb high? How do you know?

Group Three: How does Koala Lou feel? How do you know?

Students will need to think about the characters facial expressions, how they are
positioned on the page, what time of day the action is taking place and the
setting.
Have students label pictures with the different emotions that are shown.

Lesson Five Bush Olympics

http://www.funmusicforlittlekids.com/publicfiles/FunMusic_Teaching_Ideas_-
_Koala_Lou__the_Bush_Olympics_.pdf
Recreate the Bush Olympics as displayed in the text Koala Lou. Have
students create medals to awards to the game winners.

Week 4
 Weekly Topic: Wombat Divine

Learning Intention: To learn about different animals and how they live
and interact with the surrounding environment.
Success Criteria: Participation in movement activities and successful
completion of wombat mural.
Key Vocabulary: Wombat Divine, predictions, Wombat, habitat, mural,
drama.
Lesson One
Read Wombat Divine text. Before Reading, discuss predictions.

Have students retell the story in sequential order.

Discuss what students now about Wombats, their habitats and general
characteristics.
Have students complete a Story Map of Wombat Divine, ensuring that all
events are place in sequential order.
Lesson Two Wombat Paper Plate Craft
What do wombats look like?
Use IWB to show students pictures of different wombats in different
environments.
Discuss these questions with students.

How do animals use their different body parts?

How do they help wombats to survive in different environments?

Activity: Have students create a Wombat using paper plates and related
materials. Add textured materials for skin, ears, nose and eyes.
Lesson Three and Four Billabong Mural for wombats
Revise knowledge on Wombats and their habitat.

Research the characteristics of where they live and how they survive in
different climates.
Have students create a mural of the habitat of wombats and include an
individually drawn wombat from each student.
Lesson Five Drama Wombat Divine
Warm Up:
Back to back and face to face: Experimenting with contrasting emotion.

Students walk around the room and on cue make pairs either back-to-back or
face-to-face.
Use sad faces when back to back and crying or disappointed when face to
face
 Explore the contrasting qualities using the same techniques (happy faces
when face to face and sighs of joy when back to back).
Simon Says: Practicing animal motions/movements

Students face the teacher and follow instructions as per below:

The teacher calls out:
Simon says skip like a kangaroo or

Simon says crawl like a wombat

Exploration
In pairs, students discuss the circumstances when they were disappointed,
sad and happy from their personal experiences.
Encourage the discussion to give plenty of detail from students.

How did it happen?

How was it resolved?

Discuss the rollercoaster of emotions felt by the Wombat in Wombat Divine

and also the difficulties faced by the other animals due to the Wombat.

Week 5

Weekly Topic: Hattie and the Fox

Learning Intention: To differentiate between different animals and where

they live.
Success Criteria: Participation in class reading, use of questions to
increase knowledge and presentation of learning through creation of class
book.
Key Vocabulary: Hattie and the Fox, farm, animals, expression,
sequence, recreation.
Lesson One
Read Text and discuss questions in Before Reading and After Reading.
Before Reading
Invite students to explain what they know about farm animals. Ask:
What kinds of animals live on farms?

Why do you think farmers keep these animals? What does each animal do
on the farm? What are their jobs?
What kinds of animals do not belong on the farm? Why not? What do you
think might happen if an animal such as a fox or a wolf got into the
barnyard?
Show students the cover of the book and read the title aloud. Invite students to
make predictions by asking:
Do you think a hen and a fox would get along well together?

What kind of expression does Hattie have on the cover? How do you think
she is feeling? Why?
What other animals do you think you will see in the story?

After Reading
Encourage students to sequence the story by asking:
What body art did Hattie first see through the bushed? Do you think she
knew it belonged to a fox?
What did Hatties farm friends say when she warned them of the danger?
Why didnt they listen?
What part of the fox did Hattie see next? What did she do?

Lesson Two Class recreation of the text

Reread the text and have students choose a favourite page.

Discuss reasons as to why students chose it as their favourite page.

Was it the colours used on the page, pictures?

Have students recreate their own page for the story using the same words
and different illustrations.
Lesson Three Barnyard Relay
Have students act out their favourite farm animals with a movement related
activity.
Write on slips of paper animal names such as sheep, cow, goose, pig,
horse, hen and so on. Place all slips into a container.
Divide the class into two teams and mark a starting line on the floor with
masking tape. Have each team line up behind the starting live, and place
the animal container between them.
Let the relay begin! When go is said, have the first students in each
team reach into the container, read the animal word and then move the
 way that animal would to the end of the room, and back. Encourage
students use both movements and sounds to portray their animal.
Lesson Four Hattie and the Fox Animal Collage
Provide students with art materials to create a collage of Hattie from the
text. Students can use different textured mediums to create the collage.
Lesson Five Favourite Mem Fox Book Class Mural
Revise all texts covered throughout the unit.

Have students give an oral retell of the story in sequential order.

What was each book about?

Encourage active discussion about what book what students favourite and
why.
Split students into 5 groups, each representing a text covered throughout
the unit.
Give each student materials to create a mural of their favourite parts of
their books.
After the completion of the individual group murals, place all together to
create a sequence of the texts. Have students share their learning with
peer and teachers.

Assessment:
Observations made and recorded by the teacher anecdotal records
(occurs each week)
Successful completion of activities

Participation in class and small group discussions and activities

(knowledge attained through this)
Questioning is used throughout the unit to help students develop their
higher-order thinking skills and process content
Assessment of key vocabulary

Week One
Ability to create a timeline of significant individual events

Ability to identify favourite items from a selection of objects

Selection of objects for Class Time Capsule

Completion of Memory Collage of favourite items using a range of different

materials
Week Two
 Ability to identify Australia from a selection of images and using
knowledge of text to complete journey of Hush and Possum Magic
Comparison of artwork from within the text and creation of artwork
mirroring one found in the text
Week Three
Creation of factual poster about Koalas

Participation in Bush Olympics

Week Four
Ability to identify surfaces that affect the movement of different objects

Week Five
Reflection of learning throughout the unit Favourite Mem Fox Book

Sharing of learning through continual discussion and sharing

Resources:
The following is a list of resources that can be utilised to support the learning
tasks, activities and assessments throughout this unit.
Teacher Resources
IWB

Laptop

Camera

Books
Hattie and the Fox

Wombat Divine

Possum Magic

Koala Lou

Wilfred Gordon McDonald Partridge

Koala Images http://animals.nationalgeographic.com/animals/mammals/koala/

Materials/Resources
Poster Paper

Pegs

String

Whiteboard Markers

Large Shoebox

Art materials
 Permanent Markers

Magazines

Group Labels

Gold, Silver, Bronze Medals

Paper Plates

Strips of Paper

Container

Collage Materials

Australian Coins range of coins

Lead Pencils

Blackline Masters
Map of Australia (PDF)

Koala Lou Character Brainstorm (PDF)

Story Map for Wombat Devine (PDF)

Websites
www.youtube.com

http://www.storylineonline.net/wilfrid-gordon-mcdonald-partridge/

http://vimeo.com/7427777

https://maps.google.com/maps/ms?
ie=UTF8&hl=en&msa=0&msid=118187507239641970897.000476ef9a76
4a66831ac&z=4
http://www.youtube.com/watch?v=1-4oPJiqnSE

http://www.inspiration.com

Student Resources
Favourite memory/items/souvenirs from home

Pencils

Textas