We are beginning a whole new, very exciting unit! Students started the new unit using mentor text, read/think/write, enjoying a slideshow during inquiry and writing then drawing their heart maps. Please enjoy the first images from the inquiry slideshow and the unit plan below!
1. What is our purpose?
To inquire into the following:
What are the possible ways of assessing students’ understanding of the central idea? What evidence, including student-initiated actions, will we look for?
To inquire into the following:
- transdisciplinary theme : How We Express Ourselves
- central idea “Storytelling communicates oral histories and explanations through different artistic forms”
What are the possible ways of assessing students’ understanding of the central idea? What evidence, including student-initiated actions, will we look for?
- Student exploration of folktales, fairy tales, and fables
- Student investigation of family traditions and beliefs
- Journal Writing reflections of own family traditions and beliefs
- Project ~ writing of own story in choice of form: written,music, photographs, dance, etc.
- Exploration of family storytelling
- Retelling of a story from a choice of stories ~making it their “own” in their own words.
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 are the key concepts (form, function, causation, change, connection, perspective, responsibility, reflection) to be emphasized within this inquiry?
- form
- connection
- expression, oral traditions, beliefs
- Various forms and techniques to the art of storytelling
- How different people/cultures share their stories
- Universal themes in stories
- Creating and telling our own stories
- Retelling of a story
- A story told by music (Peter and the Wolf)
- Folktale writing unit
- Baby Book
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?
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?
- KWL chart about storytelling
- Student Exploration : “Why do we have stories”?
- Student exploration of folktales, fairytales, fables, oral traditions, dance, drawings
- Student investigation of family traditions and beliefs
- Journal Writing ~ reflections of own family traditions and beliefs
- Exploration of personal story
- Project ~ writing of own story in choice of form: written,music, photographs, dance, etc.
- Exploration of family storytelling
- Retelling of a story from a choice of stories ~making it their “own” in their own words.
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?
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?
- Student led inquiry
- Folklore/Tall Tales Writing Unit
- Study of Folktales/Fairy Tales/Tall Tales ~ student exploration of universal themes throughout all cultures (Cinderella, Little Red Riding Hood)
- Project ~ writing own story in choice of form: written, music, photographs, dance, etc.
- Family Storytelling
- Oral Storytelling
- Dance Storytelling
- Storytelling though drawing
- Storytelling through mime
- Storytelling through photographs
What opportunities will occur for transdisciplinary skills development and for the development of the attributes of the learner profile?
Communication: writing, speaking, listening, presenting
Learner Profile: inquirer, knowledgeable, communicator, balanced, reflective
Learner Attitudes: confidence, curiosity, independence, creativity, enthusiasm