New shoes

Students will respond appropriately to discussion questions and compose texts supported by visual information (e.g. diagrams and maps) on familiar topics.
Stimulus #1: 
Children’s shoe department Grace Brothers Department Store, photograph by Sam Hood ca 1930s
Stimulus #2: 
A pair of baby’s shoes (ca 1865-1885) Bingle family

Text Type

Students engage in conversations and discussions about their favourite shoes, using active listening behaviours, showing interest, and contributing ideas, information and questions. 

Students write a description about their favourite pair of shoes.

Students compose a short story about visiting a shoe store.

Background notes for teachers

Learning Intention: To be able to experiment with descriptive language in order to write a story.

Success criteria:

  • Write in the correct text type - narrative
  • Make appropriate word choices
  • Use adjectives and adverbs

The State Library of New South Wales collections include not only books but also realia.  Realia, such as these shoes belonging to Sarah Bingle, are often included in the personal papers and manuscripts bought or donated to libraries.

Student Activities

Discussion Questions

Students respond appropriately to discussion questions and compose texts supported by visual information (e.g. diagrams and maps) on familiar topics.

Number of set tasks: 1

Write a story

Students write a story about their own experiences buying shoes.

Number of set tasks: 1

Activity notes for teachers

The pictured baby shoes belonged to a little girl named Sarah Bingle.  They are made of leather and have ribbon shoe laces as ties.  In the 1880’s very few children’s shoes were made specifically for left or right feet.  This type of shoe is called a straight shoe and can be worn on either foot!  These baby shoes are over a hundred years old and are part of the collection of the State Library of New South Wales

See Think Wonder Routine

This teaching strategy is a way to engage students in analysing the object in three stages.

  • Firstly, students are asked what the see. They should respond with literal answers such as 'shoes' or 'shoelaces.'
  • Then students should go on to give more detail about what they think about the object. Answers could include 'they are old shoes' or 'they are for a baby.'
  • Finally, students will have the chance to ask questions about the item – things that they wonder. For example, they might wonder 'Who owned these shoes?' or 'How old are these shoes?'

Prior to this activity, teachers ask students to bring in a photo of their favourite shoes or the shoes themselves to class.

Discuss the difference in shoes: size, colour, purpose

Suggested Discussion Questions

  • Did you have a favourite pair of shoes when you were younger? Why were they your favourite? Describe them.
  • Students will be asked to write a description of their favourite pair of shoes. A workshee may be used to Student Activity 2. See Appendix 1 or the downloadable resource from the website Student Activity 2.

 

    Discussion Starters:

    Do you remember going to buy new shoes when you were younger?

    • When did you buy new shoes?  
    • What happens when you go to buy shoes?
    • Were there special reasons for buying new shoes?
    • What is the best part of buying new shoes?
    • What is the worst part of buying new shoes?

    NSW Syllabus for the Australian Curriculum: English K-10

    A student:

    • communicates with a range of people in informal and guided activities demonstrating interaction skills and considers how own communication is adjusted in different situations EN1-1A
    • plans, composes and reviews a small range of simple texts for a variety of purposes on familiar topics for known readers and viewers EN1-2A                       
    • recognises a range of purposes and audiences for spoken language and recognises organisational patterns and features of predictable spoken texts EN1-6B  
    • identifies how language use in their own writing differs according to their purpose, audience and subject matter EN1-7B
    • recognises that there are different kinds of texts when reading and viewing and shows an awareness of purpose, audience and subject matter EN1-8B

    Students: 

    EN1-1A

    Develop and apply contextual knowledge

    • listen for specific purposes and information, including instructions, and extend students' own and others' ideas in discussions (ACELY1666)   

    Respond to and compose texts

    • describe in detail familiar places and things
    • use a comment or a question to expand on an idea in a discussion
    • contribute appropriately to class discussions
    • carry out complex instructions involving more than one step

    EN1-2A 

    Respond to and compose texts

    • draw on personal experience and topic knowledge to express opinions in writing
    • compose texts supported by visual information (e.g. diagrams and maps) on familiar topics

    EN1-6B

    Respond to and compose texts

    • explain personal opinions orally using supporting reasons, simple inferences and reasonable prediction
    • demonstrate active listening behaviours and respond appropriately to class discussions
    • recognise and respond to instructions from teachers and peers
    • listen to, recite and perform poems, chants, rhymes and songs, imitating and inventing sound patterns including alliteration and rhyme (ACELT1585)

    EN1-7B

    Respond to and compose texts

    • draw on personal experience and feelings as subject matter to compose imaginative and other texts for different purposes
    • compose and review written and visual texts for different purposes and audiences

    In each year of Stage 1 students must study examples of:

    • visual texts
    • media, multimedia and digital texts

    Across the stage, the selection must give student experience of:

    • an appropriate range of digital texts, including film, media and multimedia

    Learning across the curriculum

    General Capabilities:

    • creative and critical thinking
    • literacy