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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 Three

Share two powerful memories.

  • Print the word "powerful" on the board and ask students what they think powerful means. Students may come up with synonyms such as "strong" or "tough." Print the word "memories" and ask students what they think a powerful memory might be. What might make one memory more powerful than another? Give an example of two memories, such as:
    • One day we went to visit a friend who looks after sick birds. I got to take a bird for a walk. It was a small falcon. I wore a glove and the bird was attached to the glove with a string. Each of us had a bird to walk. Mine was the smallest. We must have looked like a parade, walking our birds. I was a bit nervous around the birds, but it was very exciting. I don't think a lot of people get the chance to walk a bird.
    • Every year we go to my grandma's for Christmas and we do the same things. On Christmas Eve we put up the tree. We have barbecued hamburgers for dinner. Grandma says that's so there won't be any leftovers. Grandpa always reads the Christmas story and we get to open one present on Christmas Eve. It is a very special time and I look forward to it for all of December. I love having all our family together for a special time.

Discuss the memories.

  • Ask students which memory is the more powerful to them and why. The first one could be considered powerful because it only happened once and that makes it very special. However, the second one might be harder to forget because it happens again and again. Note that it is the only person holding the memory who can judge its power. Based on the discussion, develop criteria for a powerful memory. Criteria might be a memory you will never forget and a memory that has strong feelings.

Present the critical challenge.

  • Refer to the family memories that student drew previously. Ask students to form partners and then to describe everything they can remember about each memory; e.g., the sequence of events, who was involved, how they felt, why it is important. Students consider each of those memories in light of the criteria for a powerful memory and answer the critical question:

    What is your most powerful family memory?

Once students have decided which memory is most powerful and have explained why to their partner, they can put a sticker next to the picture of that memory.


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Last updated: July 1, 2014 | (Revision History)
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