Planning the inquiry

1. What is our purpose?

Class/grade: ​Grade 1 ​To inquire into the following:- Transdisciplinary theme: ​ How we express ourselves

School:-Central idea : ​Ideas and feelings can be expressed using theelements of theater play

ISN

Age group: 6-7
School code:

Title: Our School Play
Teacher(s):​Marlyn, Rie, and Rieko

Summative assessment task(s):What are the possible ways of assessing students’ understanding of the central
idea? What evidence, including student-initiated actions, will we look for?
They initiate some research on theater play or any types of art to understand how
they express their ideas and feelings.
They discuss their ideas and feelings during the play practice.
They write their improvement and objectives on how they can express feelings andideas, ATL and LP in their daily life in their diary.

Date: October - December
Proposed duration: number of hours over a number of weeks,​37 days/ 8 weeks
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?

What lines of inquiry will define the scope of the inquiry into the central idea?
1. Successful theater plays are structured by various elements of communication and art(form).
2. Creative team-work is an essential process to express ideas and feelings on stage(change)
3.Understanding the importance of communicating with an audience allows us to explore
how we express our feelings and ideas (connection)

What teacher questions/provocations will drive these inquiries?
●●●●

What are the elements of theater play?
What’s idea?
What’s feelings?
How do we communicate/express feelings?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? Whatevidence will we look for?

Sorting exercise by taking many small pictures and separating them into “related totheater play” and “not”.

4. How best might we learn?
Mon. Oct. 21

Introduce the unit, prior knowledge assessment about the central idea.
Defining ideas, feelings, expressed, and elements of theater play.

Wed. Oct. 23Rieko

Introduce the unit, prior knowledge assessment about the central idea.
Sticking the words on the wall under the central idea.
What are the elements of theater play? Mind map, video, memo, solo
https://www.youtube.com/watch?v=LGG4jxvc_ps
https://www.youtube.com/watch?v=04n-lq4Tsjo&t=54s

Thur. Oct 24

Watch the video of last year's Christmas Show (Peter Pan) -discussionof elements of Drama evident in the performance.
(*Prepare checklist and they will note what they realize. →Google
drive→G1→2019-2020→Unit4)

Fri. Oct. 25
Rieko(afternoon)(No PE lesson with Ms Shino)
Read the story altogether.
Discuss the characteristics of each character using feeling board which
they discussed last week. And who’s similar to the character.
Ex) Young Simba...He is funny but sometimes naughty. He is curious
and risk taker. He is a small. He is similar to Haru.
Consider of their English skills, appearance as well.
Ex) How about Young Simba’s appearance? Is he tall or small? He canact very quickly, right?
Teacher will write what they think on the whiteboard.​*They will discuss
as much as they can. (We won't decide the characters who is going tobe. Or decide afternoon with Ms Marlyn and Ms Rieko.)
1. Mufasa, 2. Scar, 3. Timon, 4. Pumba, 5. Rafiki, 6. Simba, 7. Nala

Mon. Oct. 28
Rieko(Keep discussing and decide who is going to take the character if wehave not decided on Fri.)
Focus on the character by paragraph (think about the character's
feelings / emotions and situation etc. Using elements) and practice thecharacter's lines and actions altogether. (They will create the actions
first.)

Tue. Oct. 29

Keep doing the same activity on Mon.

Wed. Oct. 30
Rieko(Bus Trip to Hakuba)

Thurs.Oct. 31
Rieko(AM: Halloween Party)
Keep doing the same activity on Mon.
*We will do the same activity afternoon instead of their English lesson.

Fri. Nov. 1

The Lion King- Christmas Show performance-watching the video. (WeThen choose one picture you like the best, analyse and explain why or why not.
Make group posters about what a theater play needs.
What are the possible ways of assessing student learning in the context of the lines ofinquiry? What evidence will we look for?

W1: The teacher introduces some different types of theater play. The students willtake notes of their findings:
Please note the evidence of...
● Required materials: - what did you see?
● Actors communication techniques: how were 1) tone of their voice? Body
language? Facial expression? Movement across the stage?
● Audio effect: the tone, the genre, the volume?
● Music: why do you think they’ve chosen the music?
● Visual tools: what props did they prepare?
● Ideas that you can try on our play...
Writing: wishes...
Drawing: “my ideal stage on the Christmas Performance Day”
Discussion and a short presentation

Rieko (G2,3)

will skip the video or show it next week because there is only 1 hour forUOI)*They will focus on the actions, the voices and props especially.
(Checklist)
https://www.youtube.com/watch?v=C-kFHX88Rhk&t=28s
Draw their ideas of stage of the Lion King.

Tue. Nov. 5
Rieko

Practice by groups of paragraph. (Focus on lines and actions)
Watch the performance video of The Lion King on youtube if it needsfor reference.
https://www.youtube.com/watch?v=C-kFHX88Rhk&t=28s

Wed. Nov. 6

Practice by groups of paragraph. (Focus on lines and actions)
Watch the performance video of The Lion King on youtube if it needsfor reference.
https://www.youtube.com/watch?v=C-kFHX88Rhk&t=28s

Thu. Nov. 7
Rieko

Go to the park and practice (to use loud voice.) (G1 No PE)
Practice by groups of paragraph. (Focus on lines and actions)Fri. Nov. 8

Practice by groups of paragraph. (Focus on lines and actions)
Reflection after 2nd week practice.
(*Fill in the reflection sheet to reflect their practice by themselves.)

Mon. Nov. 11

Practice without a copyTue. Nov. 12

Practice without a copy

Wed. Nov. 13

Practice without a copy

Thurs.Nov.14

Practice without a copy

Fri. Nov. 15

Practice without a copy/reflection after 3rd week practiceMon. Nov. 18

Practice without a copy

Tue. Nov. 19

Practice without a copy and talking about the costumes

Wed. Nov. 20

Rehearsal 1 for ISN Christmas Show

Thurs.Nov.21

Picture taking with costumes/practice with costumes

Fri. Nov. 22

Practice without a copy/reflection after 4th week practiceMon. Nov. 25

Practice without a copyTue. Nov. 26

Practice without a copy

Wed. Nov. 27

Practice without a copy

Thurs.Nov28

Practice without a copy

Fri. Nov. 29

Practice without a copy/reflection after 5th week practiceMon. Dec. 2

Practice without a copy

Tue. Dec. 3

Rehearsal 2 for ISN Christmas Show

Wed. Dec. 4

Practice without a copy

Thurs.Dec. 5

Practice without a copy

Fri. Dec. 6

Practice without a copy/reflection after 6th week practiceMon. Dec. 9

Practice without a copy

Tue. Dec. 10

Practice without a copy

Wed. Dec. 11

Rehearsal 3 for ISN Christmas Show

Thurs.Dec.12

Practice without a copy

Fri. Dec. 13Christmas Show 1pm-3pm

Mon. Dec. 16

Christmas Show reflection

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?
Listening to music and producing pieces of art based on the emotions and feelings thatcomes across - where do ideas come from?
Reading books and writing reviews - analysing where ideas come from and what they think
are good or bad idea
Lion King - develop own play, work on own performance, improving performance in various
ways - dancing, singing, speaking, writing
What opportunities will occur for transdisciplinary skills development and for thedevelopment of the attributes of the learner profile?
Approaches to learning: social skills, communication skills
Learner profiles: risk-takers, communicator5. What resources need to be gathered?
What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available?
Videos:● A video of Elements of Drama● A video of the last year’s Christmas Show (Peter Pan)
● A Lion King DVD● Circle of Life song
● A Lion King Video●●How will the classroom environment, local environment, and/or the community used to facilitate the inquiry?
Doing a performance in the Matsumoto Performing art centre, promoting the play and school in the local community

6. To what extent did we achieve our purpose?
Assess the outcome of the inquiry by providing evidence of students’ understanding of thecentral idea. The reflections of all teachers involved in the planning and teaching of the inquiry
should be included.
Students added and improvised elements within the play.
For example: after watching many videos of “Britain’s got talent” and seeing some interesting
forms of dance students asked Mr Atsushi (a professional dancer) to teach them some better
dances for the play. They wanted to do more complicated and interesting dances.
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.
Would be nice if they could watch back a video of themselves and review their own
performances based on criteria we create in class connected to the lines of inquiry.

What was the evidence that connections were made between the central idea and thetransdisciplinary 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 tolearn?”● 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 thatwere incorporated into the teaching and learning.

At this point, teachers should go back to box 2 “What do we want to learn” and highlightthe 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 their ability toreflect, to choose and to act.

© International Baccalaureate Organization 2011

9. Teacher notes