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Identifying Family Memories

This modelling the tools is incorporated into critical challenges at grade 1, however, it can be adapted for use at all grade levels.


Session Two

Review understanding of memories.

  • Remind students of the story of Wilfred and Miss Nancy and the definition of memories developed previously. Offer several statements and ask students whether or not each statement is a memory and why or why not; e.g., "I once lost my dog." "My dog's name is Dublin)." Students might use a "thumbs up" or "stand up" response for yes and a "thumbs down" or "sit down" response for a no. After each statement and response, ask students to provide reasons for their response. To determine how well students understand the concepts, cut out multiple copies of the eight cards found on Sorting Memories and ask students, as you read aloud each card, to sort the cards in two piles: those that are memories and those that are not. Identify the card by referring to the graphic and when it is clear everyone has the card, read the sentence asking students to place it in the correct pile. Check the piles for accuracy. Alternatively, you need not cut out the cards, but simply ask students to print an "M' in those boxes that are memories.

Generate family memories.

  • Remind students that earlier they thought of school memories and explain that today they will think about family memories. Ask students how a family memory is different from a school memory. Point out that a family memory is not just about the student, but it must involve someone or something in the family. As an example, share a family memory that you have. Perhaps select an object from your memory box. Include descriptions of your feelings as you recount your memory. Ask students to identify the feelings that your memory evoked; e.g., happy, sad, funny. Invite several students to share a family memory with the rest of the class.

Record family memories.

  • Give each student a copy of Family Memories and invite students to draw up to four draft pictures of different family memories––one in each of the spaces in the circle. Encourage students to draw simple pictures to help them remember the idea, not finished drawings to share. Assist students in thinking of memories by using think/talk/draw prompts. After each prompt, students should think of a memory, tell a partner about their memory and then draw it in draft form. Encourage students to select four memories that are associated with different feelings. Students may be ready to eliminate the talk portion of this strategy after one or two times and just listen to the prompt, think of a memory and draw it. The following format for prompts may be helpful:

Think of a time in your family when . . .

  • you laughed so hard you could not stop
  • you had such a good time you did not want it to end
  • you were so excited you could hardly stand it
  • everyone was worried or sad
  • you just felt warm and cozy and glad to be there
  • everyone felt proud.

After students have illustrated their memories, scribe or ask students to write in the space provided a sentence that tells about the feeling associated with the family memory; e.g., I felt ______ when __________.

Share memories.

  • Invite students to share one family memory with the class. In sharing, they should tell about the memory and how it made them feel.
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Last updated: July 1, 2014 | (Revision History)
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