Mem Fox Author Study Plan2

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					The Magic of Reading; the Magic of Mem Fox
           Author Study on Mem Fox




              By Valerie Schulz
              Children’s Literature
                   LAE 4416
                   July 2010
The Magic of Reading; the Magic of Mem Fox                                   Valerie Schulz


INTRODUCTION:

      The following is my author study and unit plan on the author Mem Fox. I have chosen

   this author because I have previously read about her in a class and learned how much she

   encourages reading aloud to children as they are growing up. The book that I read of hers

   before the author study was Reading Magic, and she sang the praises of reading aloud to

   children from birth. I thought that a lot of her reasoning and theories made sense, so I

   decided I would like to do a little more research on her. I also wanted to see if she actually

   had any quality children’s books written.

      The intended audience for my unit is Kindergarteners, and I would hope to carry out this

   unit near the end of the school year. By this time, they would be able to read some of the

   easier books, but I would always read the books out loud, since that is the reason why Fox

   writes the books.

GUIDING QUESTIONS:

          1. What influences the work of a great children’s author like Mem Fox?

          2. How do the works of Mem Fox relate to her life and/or her beliefs?

ABOUT THE AUTHOR:

      While researching Mem Fox, I have found a plethora of information on the author, most

   of which comes from her website. Mem Fox was born in Australia in March of 1964. Her

   real, full name is Merrion Frances Fox, but has always just been called ―Mem.‖ Shortly after

   Mem’s birth, her family moved to Bulawayo, Zimbabwe. It was here, at a mission school,

   that Mem first learned to write, and they learned this by creating the letters in the earth. In

   the mid-sixties, Mem first attended a drama school in London where she first began dyeing

   her hair, which led her to her red-head look of today; a look that she says will never change



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The Magic of Reading; the Magic of Mem Fox                                     Valerie Schulz


   until the day she dies. In 1969, Mem married an Englishman and educator, and they have

   been married for 40 years. They had their first and only child Chloë in 1971.

      In Mem’s early thirties, she began to study children’s literature at Flinders University. It

   was during her time at this university that she crafted her first draft of her first book called

   Possum Magic. Although this book was initially rejected nine times, it eventually went on to

   become a best seller, with over three and a half million copies sold! And this is just the first

   of over 30 books that Mem has written. In 1981, Mem began to retrain out of drama to be

   trained in literacy studies. Children’s literature is Mem’s second greatest passion, but only

   second to teaching. Mem now travels the world teaching by writing presentations on the

   importance of reading aloud to children aged 0-5.

      There were many other interesting facts that I learned about Mem and her writing. One

   of the most interesting was that Guess What? was number 66 out of the 100 top ten most

   challenged books from 1990 to 2000. Mem has released 32 children’s books as of 2009, and

   she is very passionate about the benefits of reading aloud daily to children, from birth. Mem

   enjoys a multitude of books from the 19th century, to later English books, and a mix of

   Australian, North American, Candian, Indian, and South American books. The fact that she

   is from Australia contributes to many ideas and topics of her books.

      Mem Fox has won many different awards over the course of her extensive career,

   including the following: An Advance Australia Award for an outstanding contribution to

   Australian literature 1991, A medal (AM) in the Australia Day Honours awards, for services

   to the cultural life of Australia, 1993, The Flinders University Chancellor’s Medal, 1994, An

   honorary Doctorate of Letters from the University of Wollongong, NSW, Australia, 1996,

   The Flinders University Convocation Medal, 2001, The Australian Prime Minister’s



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The Magic of Reading; the Magic of Mem Fox                                   Valerie Schulz


   Centenary Medal, 2003, Australian of the Year for South Australia, 2003, and finalist for the

   Australian of the Year 2004, An honorary Doctorate of Letters from the University of

   Flinders, South Australia, 2004, Appointed by Crown Prince Frederik of Denmark as one of

   five Australian ambassadors of Hans Christian Andersen in celebration of the author’s 200th

   anniversary, 2005, and the Children’s Language and Literature Achievement Award from the

   Speech Pathology Association of Australia, 2007‖

               For more information on Mem Fox, the following websites should be used:
              http://www.memfox.com/life-story.html
              http://en.wikipedia.org/wiki/Mem_Fox
              http://simscasey.tripod.com/id22.html
              http://www.memfox.com/favourite-books.html
              http://www.memfox.com/honours-and-awards.html
              http://annavassy.tripod.com/id1.html
              http://www.readingrockets.org/books/interviews/fox


INTRODUCTORY LESSON PLAN

    To begin this lesson, I would have students come together and sit in front of the TV or Smart
Board where I would play a short minute clip from
http://www.readingrockets.org/books/interviews/fox called ―Meet Mem Fox.‖ Here, she talks
about the book Koala Lou and mentions that it was her first book, so after the video plays, I
would then play the read aloud of Koala Lou as read by Mem Fox at
http://www.memfox.com/mem-reads-aloud. I will show the pages of the book as Mem reads it.
After that is finished, I will ask my students if they have ever heard that book before. I will then
share with them other books that Mem Fox has written and ask if they have ever heard them.
These books would include Tough Boris, Possum Magic, Hunwick’s Egg, Wilfred Gordon
McDonald Partridge, as well as a few others. I will then present the covers of Koala Lou,
Possum Magic, and Hunwick’s Egg and ask my students if they know where the animals on the
cover are from. I will then let them know that these animals are real animals that live in
Australia, which is where Mem Fox lives. They are all special to Australia, which is why they
are special to Mem Fox, I will explain. Then, I will let them know what each animal is
(Hunwick is a bandicoot), and then I will give them a choice of coloring pages to color their own
Australian animal that can be as special to them as they are to Mem Fox. (Bandicoot:
http://www.thecolor.com/images/Barred-Bandicoot.gif, Possum: http://coloring-pages.tv/animal-
coloring-pages/possum.gif, and Koala http://skhc.net/images/koala.gif)


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 The Magic of Reading; the Magic of Mem Fox                                     Valerie Schulz


 ANNOTATED BIBLIOGRAPHY of AUTHORS WORK

Title       Synonopsis                                  I chose this bookCharacteristics of the
                                                        because…         author style evident in
                                                                         the text.
Koala Lou Koala Lou tells the story of a young     The reason that I     After practicing
          Koala who is loved by all, and who       chose this book was reading it aloud, I can
          loves hearing her mother tell say        because it was one    tell that it does has that
          ―Koala Lou, I do love you.‖ However, that I had read about good ―read aloud‖
          Koala Lou’s mother has many more         in Mem Fox’s          quality. Since the story
          children after Koala Lou and becomes     Reading Magic that I is about a koala, it does
          so busy that she rarely gets to tell     had read for my       show how her style and
          Koala Lou that she loves her. So Koala class on Early          how she can more
          Lou decides to enter a contest which     Literacy Learning.    easily connect her
          she eventually places second in. But     She had talked about writing to her
          when she returned home, her mother       it in a few chapters, homeland animals and
          wraps her arms around her and tells her so I figured that it   also teach readers about
          that she does love her, she always has,  was one of her better such animals, like the
          and she always will.                     books and that I      platypus.
                                                   should read it.
Tough     Tough Boris is the story of a pirate     This was a book that This, again, had a
Boris     named Boris. It describes everything     was talked about in   pretty good ―read
          that Boris is, such as massive, greedy,  Mem Fox’s Reading aloud‖ rhythm. If the
          and scruffy. However, even though it     Magic. I had also     reader was to change
          seems like Boris is very mean and        previously gotten     their voice to the
          scary, in the end, we learn that he is a this book from the    descriptive words of
          human, who cries when his parrot dies, library for this class Boris, then the listener
          just like anyone else would.             and had already read could really enjoy it.
                                                   it.

Wilfrid     Wilfrid Gordon lived next to an old         I chose this book        A characteristic of the
Gordon      people’s home and his favorite person       because it was in the    author’s style that is
McDonald    there was Miss Nancy Alison Delacourt       library and there        evident is the
Partridge   Cooper because she, like Wilfrid            were only three new      repetition/rhythm.
            Gordon, has four names too. Wilfrid         ones there for me to     Such as in, ―Something
            Gordon’s parents are discussing one         choose from.             warm, my child,
            night how Miss Nancy is losing her          However, I also          something warm.‖ It is
            memory so he finds himself asking all       remember reading         also in ―Something
            the residents what a memory is. Then,       that this was one of     from long ago, me lad,
            he collects all the objects that bring up   Mem Fox’s first          something from long
            his own memories, and he takes them         books (I believe the     ago.‖
            to Miss Nancy. As Miss Nancy looks          second), and the
            at each thing, she finds her own past       characters are named
            memories, including when she first met      after her parents.
            Wilfred Gordon.


                                                 5
 The Magic of Reading; the Magic of Mem Fox                                  Valerie Schulz


Night      This is the story of Lily Laceby who is     I chose this book    A characteristic of the
Noises     old and creaky and lives only with a        because it was in    author’s style present in
           dog called Butch Aggie. The story tells     the library and      this book is the repetition
           of an evening that Lily Laceby and          there were only      of the actions that occur in
           Butch Aggie drift off to sleep. Then,       three new ones       the middle of the books.
           Butch Aggie hears doors open, but Lily      there for me to      ―Feet tiptoed up the
           Laceby is dreaming and doesn’t wake         choose from.         garden path‖ ―CRUNCH
           up. She continues to dream through                               CRUNCH‖ ―Butch Aggie
           tip-toeing feet, whispering voices, eyes                         cocked her head…‖ ―but
           peeping through keyholes, knocking                               Lily Laceby went on
           and beating fists—until Butch Aggie                              dreaming  ―Voices
           barks and Lily Laceby wakes up. She                              whispered in the bushes‖
           answers the door to greet all of her                             ―MURMER, MUTTER,
           family and friends that are there for her                        SHHHH‖ ―Butch Aggie
           90th birthday. And even though she’s                             bristled…‖ ―but Lily
           90, she feels like she’s four and a half.                        Laceby went on
                                                                            dreaming.‖
Guess      This is the story of Daisy O’Grady          I chose this book The author’s
What       where the author asks the reader to         because it was in repetitive/rhythm like
           guess things about Daisy. These             the library and      style was obvious in this
           questions include: ―Is she tall? Does       there were only      book because it followed a
           she sometimes wear a hat? Does she          three new ones       definite pattern: ―Yes! Is it
           have a broomstick? Is she a witch?‖         there for me to      as black as her dress and
           The author ends the book with ―Some         choose from.         her cat? Guess!‖  ―Yes!
           people say she’s really mean. But                                         Does she like
           guess what? /flip page/ She’s NOT!‖                              cooking? Guess!‖
                                                                            This would be a fun book
                                                                            for students to read and
                                                                            try and guess what Daisy
                                                                            is.
Time for   Basically, this book has parent animals     I chose this book Again, the author’s style
Bed        telling their young, child animals to go    because it was the of repetition and rhyme
           to bed. Animals include sheep, fish,        only one at          was obvious in the story.
           geese, and a horse. It then ends with a     Barnes & Noble,      For example: ―It’s time
           young human child going to bed. This        so I read it while I for bed, little mouse, little
           is a book that would be read to a child     was in the store.    mouse. Darkness is
           about to go to bed.                                              falling all over the house.‖
                                                                            And, ―It’s time for bed,
                                                                            little goose, little goose,
                                                                            The stars are out and on
                                                                            the loose . . .‖
                                                                            Since the book is similar
                                                                            to Tough Boris in a sense,
                                                                            I believe it would be
                                                                            another good read aloud.


                                                6
 The Magic of Reading; the Magic of Mem Fox                                 Valerie Schulz


The Magic This book is the story of a magic hat        I chose this book    Going along with the
Hat       flying through town changing the             because I liked      same theme of repetition
          townspeople into animals. Finally, a         the cover and        and rhyme, Fox repeats:
          wizard arrives and changes all of the        found it at the      ―Oh, the magic hat, the
          townspeople back into people and takes       public library       magic hat! It moved like
          the magic hat away with them.                down the street      this, it moved like that!‖
                                                       from my              Students would like this
                                                       apartment.           book as a read aloud, I
                                                                            believe.
Hunwick’s This book is about a bandicoot that          I chose this book       This has very little
Egg       finds an egg. He worries about what          because I did not       repetition with,
          will happen to the egg, so he takes it       know what the           ―Neither did it hatch.‖
          into his burrow and keeps it warm.           animal on the cover This book is similar to
          However, over time, the egg never            was and I found it at Koala Lou with its
          hatches and his friends start to worry       the public library.     incorporation with
          about him. Hunwick does figure out                                   Australian animals.
          it’s a stone, but still loves it                                     This links back to her
          nonetheless.                                                         background
A Bedtime This is the story about Polly and her        I chose this book Mem Fox is all about
Story     Bed Rabbit. She wants a book to be           because it was in literacy and teaching
          read to her really bad so that she can go    the public library children the importance of
          to sleep. Her house is filled with           right by my         reading, and by having so
          books, and her parents read a book to        house.              many books in the house of
          her twice, until she falls asleep.                               the girl in this book, she
                                                                           does that. Repetition of
                                                                           this book consists of Polly
                                                                           repeating what the parent
                                                                           has said and saying, ―and
                                                                           so has Bed Rabbit.‖
Possum      This book is about Grandma Poss and        I chose this book There are a few sections in
Magic       Hush who live in the bush. Grandma         because it was in this book that have poetry.
            Poss has turned Hush invisible, and        the public library There is also a repetition
            after awhile, Hush yearns to be visible    right by my         of, ―Because she couldn’t
            again. So, Hush and Grandma Poss           house and it        be seen…‖ This also
            travel all around Australia in order to    looked like it had incorporates many
            eat people food that will turn Hush        a lot of different Australian animals into the
            visible again.                             animals within it. narrative.

 OBJECTIVES:

        After reading Possum Magic, the learner will retell the story in a group with 90%
         accuracy.

        After reading Possum Magic, the learner will identify the food eaten in the story with
         90% accuracy. Fox and will share memories that they have had with 100% accuracy.


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The Magic of Reading; the Magic of Mem Fox                                  Valerie Schulz


      After reading Hunwick’s Egg, the learner will retell the story in a group with 90%
       accuracy.
      After reading Hunwick’s Egg, the learner will create an egg, like Hunwick’s, with 100%
       accuracy.
      After reading Wilfrid Gordon McDonald Partridge, the learner will design a letter for
       Mem


SUNSHINE STATE STANDARDS and/or GRADE LEVEL EXPECTATIONS. (2-4)

      LA.K.5.2.2: The student will listen attentively to fiction and nonfiction read-alouds and
       demonstrate understanding
      LA.K.1.6.2: The student will listen to and discuss both familiar and conceptually
       challenging text.
      LA.K.2.2.2: The student will retell important facts from a text heard or read.
      LA.K.3.2.1: The student will draft writing by drawing, telling, or writing about a familiar
       experience, topic or text


LESSON PLANS

Instructional Day 1
1A. Sunshine State Standards:                        1B. Goal 3 Standards

      LA.K.5.2.2 The student will listen            Standard 1 - Information Managers
       attentively to fiction and nonfiction read-
                                                     Standard 2- Effective Communicators
       alouds and demonstrate understanding.
      LA.K.1.6.2: The student will listen to and    Standard 5 - Responsible Workers
       discuss both familiar and conceptually
       challenging text.                             Standard 8 - Cooperative Workers
      LA.K.2.2.2: The student will retell
       important facts from a text heard or read.

2. Objectives

   Students will:
    After reading Possum Magic, the learner will retell the story in a group with 90%
       accuracy.
    After reading Possum Magic, the learner will identify the food eaten and animals within
      the story with 90% accuracy.




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The Magic of Reading; the Magic of Mem Fox                                  Valerie Schulz


3. Assessment & Evaluation

Initial I will ask the students if any of them colored a possum the other day. Then, I will let
them know that this book, written by Mem Fox, is about a possum that does magic. I will then
use my finger to show them the title and read Possum Magic. I will ask if they know anything
about possums and if they really can do magic.

Informal I will monitor the students as they discuss in groups the plotline of the book. I will do
this to assess and see if they understood the book and what animals were involved

Formal I will check to make sure that the picture drawn by my students is an Australian animal
and that they can explain to me why it is their favorite.


4. Introduction to Lesson:                   5. Materials:

To introduce this lesson, I would hang          Possum Magic by Mem Fox
up a few of the possum pictures that            White board
were colored by my students the day             Dry erase marker
before to show off all of the possums.          Classroom Kitchen
Then I will present the book to my              Ingredients for Anzac Biscuits: 1 cup rolled oats,
students and tell them that the Mem Fox          1 cup plain flour (8 oz), 1 cup dessicated
book we are reading today is about               (shredded) coconut, 3/4 cup of sugar, 1 teaspoon
possums, other Australian animals, and           of baking soda, 4oz or 125gms unsalted butter
Australia itself. I will then explain that       (cubed butter), 1/4 cup golden syrup (NOT
Mem Fox wrote this book so that                  honey), 2 tablespoons boiling water, and Salt
children can learn many different things        Pavlova
about Australia and that it is the most         Lamingtons
famous Australian picture book!
                                                Minties

6. Technology Integration

As aforementioned, if I do have a classroom kitchen, this would be my technology integration. I
would use this to teach students how to not only cook, but also how to be safe in the kitchen.




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The Magic of Reading; the Magic of Mem Fox                                     Valerie Schulz


7. Teacher Presentation or Facilitation: (includes reviews and practice)

(Before starting this entire lesson, I would have sent home a letter to parents, asking them if their
students have any allergies and if it would be okay for me to share Australian food with their
child.)

After my introduction to the lesson, I would gather my students onto the rug in the reading area
of the classroom. I would then begin to read Possum Magic. As we go through the book, I will
record what animals are listed and the Australian food that Hush had to eat to become visible.

After we read the book, we will discuss, as a class, what happened in the book. We will
concentrate mostly on the animals met and the food Hush ate at this point. (Guided Practice)

After we discuss as a class, I will assign students to a group of four to discuss the book. They
are to talk about the main characters and what happened throughout the book by discussing the
plotline. As they do this, I will be monitoring by walking from group to group and informally
assessing to see if they understood the book. (Independent Practice)

After their discussion, I will ask students to draw a picture of their favorite Australian animal and
to write a sentence or two of why it was their favorite and why they liked the book.

After their discussion, I will tell the students that I have brought in a few of the different foods
that Hush had to eat to become visible. If I had a classroom kitchen, we would make the food
together as a class, but if not, I would still provide the food for my students.

8. Differentiated Instruction   (ESOL - Special Education - Diverse Learners)

ESOL and Intrapersonal Learners will benefit from the group discussion by allowing them for
group interaction.

Bodily-Kinesthetic Learners will benefit from actually cooking some of the food with the
teacher.

Advanced Learners will be challenged by being asked to read/help read the directions to make
the food. I would pair them with a Special Education student so that the Special Education
student can be helped and assisted by their peer.

Follow-up Reflection (completed after the lesson has been taught)
Content: What should I teach next Students: Who still needs support with this content?
or reteach?




                                                  10
The Magic of Reading; the Magic of Mem Fox                                   Valerie Schulz


Instructional Day 2
1A. Sunshine State Standards:                     1B. Goal 3 Standards

   LA.K.5.2.2 The student will listen          Standard 1 - Information Managers
    attentively to fiction and nonfiction read-
                                                Standard 2 - Effective Communicators
    alouds and demonstrate understanding
   LA.K.1.6.2: The student will listen to and Standard 5 - Responsible Workers
    discuss both familiar and conceptually
    challenging text.
   LA.K.2.2.2: The student will retell
    important facts from a text heard or read.

2. Objectives

       After reading Hunwick’s Egg, the learner will retell the story in a group with 90%
        accuracy.
       After reading Hunwick’s Egg, the learner will create an egg by coloring and naming it
        with 100% accuracy.

3. Assessment & Evaluation

Initial I will ask my students if we have seen the animal that is on the cover of this book. I will
ask them if they can guess what kind of animal it is. Then, I will let them know it is called a
rabbit-eared bandicoot, or a bilby, if they cannot guess it (which they may not).

Informal I will monitor the students’ group discussions, and ask them if they can tell me the
plot/how the story went as a group if they seem to be having trouble keeping a discussion going.

Formal I will ask each student, as they are creating their egg what they have named it and why it
is and will be special to them. I will record their responses and they will get a good grade on
their assessment as long as they have a name and a reason why it is special to them.

4. Introduction to Lesson:                                            5. Materials

For my introduction, I will be informing students that we will be           Hunwick’s Egg
reading another book by Mem Fox called Hunwick’s Egg. I will                Smart Board
then tell students that Mem Fox wrote this book because a good              Styrofoam eggs
friend of hers, a teacher, really loved the rabbit-eared bandicoot,         Markers
or bilby. Since he loved them so much and she wanted to write a
book related to Easter, she created this one we are about to read.




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The Magic of Reading; the Magic of Mem Fox                                  Valerie Schulz


6. Technology Integration

To integrate technology, I would show my students this image:
(http://thelittleredhen.typepad.com/.a/6a00e54efbe3a1883301156e6a328c970c-800wi). I will
display it on the Smart Board so that students can see an example of what kinds of eggs they can
create.

7. Teacher Presentation or Facilitation: (includes reviews and practice)

After my introduction to the lesson, I will begin to read Hunwick’s Egg. As we read through the
novel, I will ask my students to predict what they think is going to happen when the egg hatches,
just like Hunwick wonders. I will also ask them why they think the egg is not hatching yet.
After reading, I would ask my students if they would still be friends with the stone, even though
they had just found out it was an egg. (Guided Practice)

After the whole class discussion, I would then let them split up into different groups from the day
before to allow them to discuss the story and if they would still be friends with the stone. I will
be monitoring for comprehension as I walk around the room. (Independent Practice)

After the small group discussions, I will get my students to come back into a group and I will ask
them to raise their hands if they would still be friends with the stone. Then, I will let them know
that they are now going to be able to make their own egg-shaped friend! As they are creating
their egg-shaped friend, I will be conducting my formal assessment.

8. Differentiated Instruction   (ESOL - Special Education - Diverse Learners)

Visual-Spatial, Intrapersonal, and ESOL students will enjoy and benefit most from the formal
assessment activity of creating an egg. ESOL students should be encouraged to name their egg
anything they want, especially if the name is special to them.

Interpersonal students will benefit from the independent practice of discussing the book and if
they would be friends with the egg.
Follow-up Reflection (completed after the lesson has been taught)
Content: What should I teach next       Students: Who still needs support with this content?
or reteach?




                                                12
The Magic of Reading; the Magic of Mem Fox                                   Valerie Schulz


Instructional Day 3
1A. Sunshine State Standards:                         1B. Goal 3 Standards

      LA.K.5.2.2 The student will listen             Standard 1 - Information Managers
       attentively to fiction and nonfiction read-
       alouds and demonstrate understanding.          Standard 2 - Effective Communicators
      LA.K.3.2.1: The student will draft writing
                                                      Standard 4 - Creative and Critical Thinkers
       by drawing, telling, or writing about a
       familiar experience, topic or text.

2. Objectives

      After reading Wilfrid Gordon McDonald Partridge, the learner will design a letter for
       Mem Fox and will share memories that they have had with 100% accuracy.

3. Assessment & Evaluation

Initial I will ask students if they remember what we did yesterday in class. When a student
answers, I will let them know that they have a good memory. Then, I will ask my class if they
can tell me what a memory is.

Informal I will monitor the class as my students discuss their favorite memory to make sure they
understand the concept of what a memory is.

Formal I will check my students letters to make sure they have followed directions and that they
have created a letter with a picture for Mem Fox.

4. Introduction to Lesson:                            5. Materials

I will begin by displaying the book and by                  Wilfrid Gordon McDonald Partridge
explaining that this is a very special book to Mem          Smart Board
Fox. She wrote it about her grandfather, Wilfrid,           Timer with alarm
who lived in an old person’s home and died when
he was 96, and that is why Miss Nancy is 96.

6. Technology Integration

I will use the Smart Board to display a sample letter that I have created for my students to use as
a sample and reference when they go to create their own letter.




                                                13
The Magic of Reading; the Magic of Mem Fox                                     Valerie Schulz


7. Teacher Presentation or Facilitation: (includes reviews and practice)

After my introduction, I will read the book Wilfrid Gordon McDonald Partridge. After we
finish the book, I will let students know that this book is also special to Mem Fox because all of
those memories are actually different memories from her own life. I will then tell them that I
will pick three students who raise their hand to share one of their favorite memories to the class.
(Guided Practice)

After the three students share, I will let the students spread out and I will give them three minutes
to share their favorite memory with a friend. I will be listening and informally assessing my
students as they discuss to see if they do understand what a memory is. (Independent Practice)

After their three minutes is up, I will then ask students to return to their seats and wait for further
instruction. Once they have returned to their seats, I will then let them know that since Mem Fox
shared her memories with them, I would like for them to share their favorite memory or favorite
memories with her. I will let them know that they need to write their letter and then they can
draw a picture of their favorite memory.

8. Differentiated Instruction   (ESOL - Special Education - Diverse Learners)

ESOL and Interpersonal Learners will enjoy interacting and getting to discuss with a good friend
their favorite memory.

Bodily-Kinesthetic Learners will enjoy being given the addition to the assignment of being
allowed to draw a picture of their favorite memory.

Intrapersonal Learners will enjoy being asked to share a memory and being able to work by
themselves on creating a letter to Mem Fox.

Follow-up Reflection (completed after the lesson has been taught)
Content: What should I teach next or Students: Who still needs support with this content?
reteach?


CULMINATING ACTIVITY
     To tie the whole unit together, the teacher would have the students write a letter to Mem Fox
telling her the books they read, something that they liked about her books, and what they learned
about her. To go along with their letter, they should draw a picture of Mem Fox, themselves, and
a picture of their favorite Australian animal. They can be wherever they want to be with Mem
Fox. (During this time, I will display a PowerPoint slide of all of the animals that we learned
about. The books will still be present in the front of the room.)

   The letters that my students write will be displayed around the room for a week before I send
them off to Mem Fox herself.

                                                  14
The Magic of Reading; the Magic of Mem Fox                                 Valerie Schulz


WORK CITED:

      Coloring Pages. (n.d.) Possum Image. Retrieved July 10, 2010 from http://coloring-

   pages.tv/animal-coloring-pages/possum.gif

      Fox, M. (n.d.). Mem Fox's official website. Retrieved June 28, 2010 from

   http://www.memfox.com/welcome.html

      Fox, M. (n.d.) Mem Fox’s Favourite Books. Retrieved June 28, 2010 from

   http://www.memfox.com/favourite-books.html

      Fox, M. (n.d.) Mem Fox’s Honours and Awards. Retrieved June 28, 2010 from

   http://www.memfox.com/honours-and-awards.html

      Fox, M. (n.d.). Mem Fox's life story. Retrieved June 28, 2010 from

   http://www.memfox.com/life-story.html

      Fox, M. (n.d.) Mem Reads Aloud. Retrieved June 28, 2010 from

   http://www.memfox.com/mem-reads-aloud

      Fox, M. (2005). Hunwick’s Egg. New York: Harcourt Inc.

      Fox, M. (1983). Possum Magic. New York: Gulliver Books.

      Fox, M. (1989).Wilfrid Gordon McDonald Partridge. San Diego: Kane/Miller Book

   Publishers

      Sims, C. (n.d.) Interesting Facts About Mem Fox. Retrieved July 10, 2010 from

   http://annavassy.tripod.com/id3.html

      SKHC. (n.d.) Koala Image. Retrieved July 10, 2010 from http://skhc.net/images/koala.gif

      The Color. (n.d.) Barred-Bandicoot Image. Retrieved July 10, 2010 from

   http://www.thecolor.com/images/Barred-Bandicoot.gif




                                               15
The Magic of Reading; the Magic of Mem Fox                                    Valerie Schulz


       Typepad. (n.d.) Image. Retrieved July 13, 2010 from

   http://thelittleredhen.typepad.com/.a/6a00e54efbe3a1883301156e6a328c970c-800wi

       U.S. Department of Education. (2010). Reading Rockets. Retrieved July 10, 2010 from

   http://www.readingrockets.org/books/interviews/fox

       Vassy, A. (n.d.) Author’s Study – Mem Fox. Retrieved July 10, 2010 from

   http://annavassy.tripod.com/id3.html

       Wikipedia. (2010). Mem Fox-Wikipedia. Retrieved July 10, 2010 from

   http://en.wikipedia.org/wiki/Mem_Fox



FEAP Reflection

   During the course of creating this unit plan, I learned many different things to help me grow

as a future teacher. I had only created one other unit plan in my life, and it was for a social

studies topic, so I had really no clue how to put together an authors study at the beginning of this

project. After taking the many hours to create this authors study, however, I have learned more

about how to create an authors study unit plan and about the FEAPs of planning and technology.

   The FEAP that I learned the most about while creating this unit on Mem Fox was how to

create and make an effective lesson plan. I have not created too many lesson plans in my life,

and only began creating them last semester in Block 1, so I did learn a lot about creating a lesson

plan. The other summer course I was in did not require us to create a lesson plan using the same

format that I used for this course, but I am glad that I was able to experience to acceptable ways

of creating a unit plan. By creating this style of lesson plan, I was able to see all of my standards

and objectives in the same, close amount of space, and that really helped me visualize to make

sure that my standards and objective coincide and would work together. Another concept that I



                                                 16
The Magic of Reading; the Magic of Mem Fox                                   Valerie Schulz


learned about planning was how many times you need to change it and format it so it reads

exactly how you want it to. I have always been told that you need to be as precise as possible,

but hearing it and actually doing it are two different things. I hope that my lesson plans are

precise enough for someone to be able to actually teach this author study unit plan.

   Another FEAP that I learned about during the course of this project was technology.

Although I did learn that technology needed to be incorporated into every lesson plan during

Block 1, I did not necessarily have to incorporate into every lesson of my last unit plan. So,

when it came time to incorporate technology into a lesson plan on authors, it was very simple for

some days and not simple for other days. I was very proud of the idea that I had for introducing

Mem Fox and her books to Kindergarteners. I think that getting able to see her, hear her talk,

and then hear her read one of her books would really get me excited to learn about an author, so I

do think that Kindergarteners would enjoy that too. One day that it was hard for me to

incorporate technology into was the day on which I would read Hunwick’s Egg. I finally decided

on just including an example of what the students’ egg-shaped friends could look like, but I am

still not fully satisfied with that incorporation of technology. Hopefully I will learn even more

great ideas for technology use in the classroom so that I can make every day of a unit plan

exciting when it comes to using technology.

   An author study was something that I had never thought I would have to do when I entered

the College of Education, but it is something that I am glad I did. Not only did this project help

me to learn more of the FEAPs of planning and technology, but it helped me to locate amazing

resources and helped me to learn more about a phenomenal author. I am very glad that I study

Mem Fox for her project, because she has books that not only entertain children, but they also




                                                17
The Magic of Reading; the Magic of Mem Fox                                Valerie Schulz


teach. Her books are amazing, and I hope that I am able to use them to teach in a classroom in

the future.




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