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Planning the inquiry

. 1. What is our purpose?

To inquire into the following:

Transdisciplinary theme

How we express ourselves

Central idea

Stories can be told in many different ways

Summative assessment task(s):

Create a story and choose a way to express it to the group. e.g. oral storytelling, drama, dance, visual art, music. Filming of finished product or group presentation.

What are the possible ways of assessing students’ understanding of the central idea? What evidence, including student-initiated actions, will we look for?

Journal

Observation

Entries

Visual

Interpretation,

Self

Reflection

of

Oral

Storytelling,

Syllabus Outcomes:

SOSE TCC 1.1 Students explain different meanings about an event, artifact, story or symbol from different times TCC1.2 Students sequence evidence representing changes and continuities in their lives Arts DR 2.1 Students make choices about and develop roles to build dramatic action. DR 2.2 Students share moments of dramatic action using voice and movement so that they can be seen, heard and understood VA2.1Students make images and objects by selecting and manipulating elements and additional concepts. English genre – Narrative DP1.2 When reading and viewing, students draw an awareness of some stages of generic structure

• Use repeated and cumulative sentence patterns across whole text to gain meaning

OP1.3 When writing and shaping student replicate some stages of generic structure of a small range of modeled or familiar texts

• Use simple sentences and questions

• Use a range of topic related words

QCAR Essential Learnings:

Culture and Identity:

• Stories about significant events and individuals reflect cultural diversity in local and other Australian communities

© International Baccalaureate Organization 2008

Class/grade: Year 2

Age group: 7 years

School: Trinity Lutheran College

School code:

Title: Spinning a Yarn

Teacher(s): V. Edwards, R.Murdoch, J. Holden

Date: Term 3

Proposed duration :6 weeks

Title: Spinning a Yarn Teacher(s): V. Edwards, R.Murdoch, J. Holden Date: Term 3 Proposed duration :6

PYP planner

2. What do we want to learn?

What are the key concepts (form, function, causation, change, connection, perspective, responsibility, reflection) to be emphasized within this inquiry?

Reflection, Perspective

What lines of inquiry will define the scope of the inquiry into the central idea?

Why people tell stories

Different ways to express stories (Traditional to Digital)

What teacher questions/provocations will drive these inquiries?

Structured questions :

1. Why do people tell stories?

2. What different mediums enable stories to be expressed?

Contributing Questions;

1. Why do people tell stories?

2. What kind of messages do we get from the different types of stories and mediums?

Extended questions:

1. Why is it important for people to tell stories?

2. Compare and contrast the medium used in telling different stories.

Planning the inquiry

3. How might we know what we have learned?

This column should be used in conjunction with “How best might we learn?”

What are the possible ways of assessing students’ prior knowledge and skills? What evidence will we look for?

Frontloading:

When students arrive have pictures, books, music, costumes, masks, digital story all at the same time. Give students time to move around the room and formulate inquiry questions on post it notes. Put all notes on an inquiry board and then debrief as a class.

What are the possible ways of assessing student learning in the context of the lines of inquiry? What evidence will we look for?

Formative:

Journal entries – pictures and response, digital media and response, digital stories

Summative:

Choose or create a story and find a way to express it to the group. eg drama, dance, visual art , music. Photo of finished product or group presentation

5. What resources need to be gathered?

Books: List formulated and added as appendix

Click view, Library Links and Year 2 links (Trinity intranet) Members of the community will come and share stories

Storyteller from library and outside school

4. How best might we learn?

What are the learning experiences suggested by the teacher and/or students to encourage the students to engage with the inquiries and address the driving questions?

Structure/Core Why and how do people tell stories?

 

Extension

 

Why is it important for people to tell stories?

Pre- test Interview:

Why do people tell stories? What is used to tell stories? Draw a story that you are familiar with and name it?

Brainstorm the different ways stories can be told (e.g. music, pictures, drama, dance, text, digital etc. Classify these stories in a variety of ways. eg. types of characters, setting, the purpose, common features. What do we learn from these? Begin class and individual journals recording details of a variety of ways to tell stories both traditionally and digitally.

Look at different types of stories and formulate list on why and how they are written.

Evaluate stories and justify reasons for choice of medium.

Structured

Core

Extension

 

What different mediums enable stories to be expressed?

What kind of messages do we get from the different stories and mediums?

Compare and contrast the medium used in telling different stories.

Guest story teller sharing a variety of stories orally. Discussion of generic structure, the message, how the story was shared to them, its significance and purpose. (Focus on expression, tone, clarity of voice etc.)

Read, tell, view (picture and digital) a number of stories. Sort and categorize into groups for ways they are expressed.

Story videos/Books – “A Story” F STO

 

o

Tell me a story – F RAP

 

o

‘Is it true Grandfather?’ Wendy Lohse

 

o

‘Show way’ Jacqueline Woodson

 

o

‘Buried Treasure’ (guided reader)

Clickview – Tiddalik the Frog

Digital Stories – student samples

 

Shoebox Stories – written and digital

 

Sharing a wide variety of different stories and mediums used. Discuss the different meaning and perspective that each medium can give us.

Discuss important components of storytelling. Children prepare a story for oral retell as a group.

Post Test Interview.

What opportunities will occur for transdisciplinary skills development and for the development of the attributes of the learner profile? Transdisciplinary skills Thinking skills –aquisition of knowledge, comprehension, application, analysis, collecting data and organising it and recording it will be covered during discovering narrative. Social Skills - cooperating, accepting responsibility, respecting others, group decision making will be developed during narrative composition time Communication Skills – listening, speaking, reading and writing of storytelling and narratives Learner Profile: Communicator, Risk Taker

Attitudes: Empathy Creativity

Communicator, Risk Taker Attitudes: Empathy Creativity What people, places, audio-visual materials, related

What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available?

Variety of books from different genres in book corner How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?

© International Baccalaureate Organization 2008

6. To what extent did we achieve our purpose?

Assess the outcome of the inquiry by providing evidence of students’ understanding of the central idea. The reflections of all teachers involved in the planning and teaching of the inquiry

How you could improve on the assessment task(s) so that you would have a more accurate picture of each student’s understanding of the central idea.

What was the evidence that connections were made between the central idea and the transdisciplinary theme?

7. To what extent did we include the elements of the PYP?

What were the learning experiences that enabled students to:

develop an understanding of the concepts identified in “What do we want to learn?”

demonstrate the learning and application of particular transdisciplinary skills?

develop particular attributes of the learner profile and/or attitudes?

Reflecting on the inquiry

8. What student-initiated inquiries arose from the learning?

Record a range of student-initiated inquiries and student questions and highlight any that were incorporated into the teaching and learning.

At this point teachers should go back to box 2 “What do we want to learn?” and highlight the teacher questions/provocations that were most effective in driving the inquiries.

What student-initiated actions arose from the learning?

© International Baccalaureate Organization 2008

9. Teacher notes