Planning the inquiry

BLUE-TEACHERS COMMENTS/NOTES​, ​RED-REFLECTIONS​, BLACK-BOLD/ITALIC IB TEMPLATE

1. What is our purpose?

To inquire into the following:-School:

ISN

Age group:4-5
School code:

Transdisciplinary theme: ​ ​​How We Express Ourselves(The ways in which we discover and express ideas, feelings, nature, culture,beliefs and values)-Class/grade: Shooting Star

Title: ​Stories
Teacher(s): ​Sayo, Courtney

Central idea :​​​People Have Different Ways of Sharing Stories
Date:​11 weeks UOI 1 week reflection (October 1th - December 20, 2018)Summative assessment task(s):Proposed duration:

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

2. What do we want to learn?

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Play - costume play (Christmas Show)
Diorama/mini theater
Make a book/write their own story
Tell a story to the class
Sequencing activities
Make finger puppets
Read kamishibai
Make comic book strip

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

What lines of inquiry will define the scope of the inquiry into the central idea?
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Ways of telling stories can be different (function)
There are many parts to a story (form)
Ways of presenting our stories to others (perspective)

What teacher questions/provocations will drive these inquiries?
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What stories do you know?
What stories do you like?
What characters do you like?
Can stories be told in a different way?
Who’s in the story?
What is happening in the story?
Where is the story happening?
When is the story taking place?
Why ______?
How do you want to tell your story?

3. How might we know what we have learned?

4. How best might we learn?

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

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

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

Brainstorm/Asking questions: What stories do you know?, What stories do you like?,
What characters do you like?
What are the possible ways of assessing student learning in the context of the lines ofinquiry? What evidence will we look for?

Ways of telling stories can be different (4 weeks)--

Brainstorm/questions (Draw fav story or character); read Red Riding Hood in English
and Japanese then discuss 5 w’s after reading both books. Show animated video ofthe story
Show an example of using puppets to tell a story. Next 2 days, make their ownpuppets from any story using shapes.
Read Kamishibai teachers first then students volunteer to read after. Make a comic 1.
From existic comic (group), day 2 make own comic (pairs)
Explain and show what a diorama is. Make diorama for Little Red Riding Hood (3boxes 8 students make characters for each scene and rest will make backgrounds)

There are many parts to a story (3 weeks)---

Talk about characters from Halloween party. What kind of characters were they.
Good, bad, funny, scary, etc. Each day read a story and talk about what kind ofcharacters are in the story. Friday make their own characters and then interview thestudents about their character. ​Encourage students to use profile language forvillains instead of saying they’re bad. Villain redemption stories.
Teach 5 W’s for writing a story. Mad libs in table groups. 1 group writes who next
write what and so on. At the end they draw one paper and make a sentence. Givestudents 5 pieces of paper (write Who What Where When(day,night) Why(characteris thinking something and we write it in bubble) on each paper) then students draw
Who What Where first day then When Why next day.
Story Sequence. 3 days 3 stories and putting events in the right sequence 1st day as
a class LRRH, 2nd day table groups 3 little pigs, 3rd day pairs shoemaker from lastyear. 4th day individual assessment LRRH again.

Ways of presenting our stories to others (4 weeks)-First week reflect on 2nd line of inquiry. Chose how to tell the story. Make characters,
make a story using 5 w’s, put it in the correct sequence.
Make the story. Once done then they can share it with the class.
Week 3 and 4 focus on Christmas Show

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Make puppets
Read Kamishibai
Make a comic strip
Diorama
Make a character
Mad libs activity
Story sequencing
Make their own story and present itChristmas Show

What opportunities will occur for transdisciplinary skills development and for thedevelopment of the attributes of the learner profile?

Transdisciplinary Skills: Research skills, Communication Skills and Social skills
Learner Profile Attributes: Communicators, Risk-takers and Creativity

5. What resources need to be gathered?
What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available?
Books: Little Red Riding Hood, Shoemaker, Three Little Pigs
Materials: Paper, boxes, paper bags, construction paper, scissors, glue, colored pencils, laminator and sheets, costumes, projector, computer, CD player
Videos:

How will the classroom environment, local environment, and/or the community to be used to facilitate the inquiry?
Bookshelf with leveled readers on it. Go to the library. Posters for each story we read. Shooting Star studio to display work, art, or assessments they do. Going to the performing
arts center for Christmas Show.

6. To what extent did we achieve our purpose?

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

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 should be included.

What were the learning experiences that enabled students to:●●

How you could improve on the assessment task(s) so that you would have a moreaccurate picture of each student’s understanding of the central idea.
What was the evidence that connections were made between the central idea and thetransdisciplinary theme?

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develop an understanding of the concepts identified in “What do we wantto learn?”demonstrate the learning and application of particular transdisciplinary
skills?
develop particular attributes of the learner profile and/or attitudes?

In each case, explain your selection.

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” andhighlight the teacher questions/provocations that were most effective in driving
the inquiries.

What student-initiated actions arose from the learning?

Record student-initiated actions taken by individuals or groups showing theirability to reflect, to choose and to act.

© International Baccalaureate Organization 2011

9. Teacher notes