TEACHING FOR UNDERSTANDING PLANNER Grade :

2010-11Unit : Logical / Scientific / Language / Humanities Month : Duration : January 6 Weeks

Understanding Goal : What understanding do I want my children to develop ?

WHY

WHY

WHAT

HOW

Vocabulary / Dates/Facts Skills Watch out for these misconceptions

Visits :

Professional input :

Site Seeing :

What will they know / understand / apply :

Purpose : Why am I teaching this unit ?

Resources I will need :

Books :

Lab :

Planning Web

‘How can a Zoo speak to it’s children’?

(How do you make a space /place child friendly)

The client project offers great opportunity for my grade 2 students to see the value in real life of the skills they learn at school. the ‘zoo’ offers an additional ‘bonus’ as children of this age love animals.

- habitat- sanctuary/zoo- taxonomy /sorted- kankaria zoo facts- adaptation- wild /domestic- endangered- extinct

Classification compare / contrast

- extinction- adaptations

Film: Born Free

Sundarvan — Heritage WalkZoo / Gandhi Ashram (audio tour)

zoo keeper / Dhun Karkaria / Esther DavidWindsor SafariKanhe - planet earth

2

Audio Tour

U G

Timeline

6 week

Car pooling for visits -->small & big groups

(Wildlife Connection)

(wildlife connection)

January - ( four weeks of inquiry + 2 weeks of production

Hindi

animalnamehabitat parts of body

Public Scrutiny

Peer Scrutiny

Launch the product

Expert Dhun Karkaria

Link end to the expert

Permission

Documentation

I P Gautam ( Neena )

BAPre-assessmentBuilding Awareness of Audio Tourex of Audio Tour Developing Understanding of site - Prototying the solution

Rakesh has to look at the key moments

First DraftCommittees

Script

Buddy

Language - skills-press coverage- interview- script

Science-Classification-Adaptation- Extinction

Creative Thinking- poster on taxonomy- Signage-visual maps- sound scape

Interpersonal- group dynamics-appreciation of self and others-feedback strategies

Math / Logical-Budget- mapping- sponsorship

Intra personal - Self- Reflection- Choice

Thinking Throughlines: Should animals be caged? How would you like to be caged?

Parent Participation

Guided * Evidence * Checkpoints --> Individual 4 --> Group 2

(Guided Inquiries)

How will they know - * Content based* Reflections

Group Individual Evidence

Group Individual Evidence/Checkpoint

Group Individual Evidence/Checkpoint

Group Individual Evidence/Checkpoint

Group Individual Evidence/Checkpoint

Culmination - Little Book

Pre Assessment

PAUSE / HOW WILL THEY KNOW THEY KNOW

CHALLENGE QUESTION

HOOK Purpose :

Reflection

Reflection

Reflection

Reflection

Reflection

Process Product

Process Product

Process Product

Process Product

Process Product

Guided Inquires ( how will I develop understanding ) Performance of Understanding (DI) UG

Multiple Entry Points

Enough Group and Individual performances

Connections within and outside the domain

Differentiated instruction

Pause check points Feedback

Teaching as Learning

PUBLIC SCRUTINYHave I accounted for :

What authentic experience / client project / public scrutiny will the children have opportunities for :

Did my PLANNING help students develop understanding in ways they would not have ‘BEFORE’ this unit :

Performances of Understanding cum EVIDENCE options:

Do my questions :

Establish Goals :

Explore / guide the issue :

Elicit an answer :

CHALLENGE AN ASSUMPTION :

Awaken thought / Force Reflection :

Remember Understand Apply Analyse Evaluate Create

LabelLocateMemorise

ReciteStateDrawWrite

DefineListen

Recognise

Describe

Observe

PredictDefend RelateGeneraliseInferCompareSummariseExtendMatchTransformIllustrateExpressParaphraseChange

ApplyChangeSolveDrawChooseModelReportClassifyCollectDramatisePaintSketchShowMakePrepare

ClassifyExamineSurveyDistinguishInvestigateInferCategoriseCompareSubdivideTake apartSeperateContrastPoint OutSelect

POU AND EVIDENCE

Apprise

ReccommendCritiqueAssessSolveWeighCriticiseJudge

ArgueDecideConsiderRelateSelect

Compare

Debate

What if

HypothesiseRole-Play

OrganiseProduceCombineModifySubstituteProposeImaginePredict

Plan

Design DevelopAdd to Create

Process Product

QUESTIONS

REFLECTION

Chat ShowsWorksheets

Sound scapesVideo’sCharts

FactfilesQuizzesScripts

Music outputsPPT’s

SymposiumsWorkshopsMentoring

Puppet ShowsLyrics/poemsLesson Plans

1. Visit to Zoo / Dhun Karkaria To kick off the essential questions and to help link to UG

– I will be repeating the visits through the unit for specific goals - skills / attitudes

2. VISIT – purpose to help children articulate and identify what are the elements that make a place interesting for them. get them to identify the words that they associate with “interesting”

3. Refer BA & do CAF & FIP

4. Visit- Gandhi Ashram —purpose to show possible solution to make a place interesting.

-----GI - 2 groups experiences th space with and without the audio tour to see the difference

Will use these skills for a client project - developing child friendly signage for the Kankaria Zoo.----Our solution will include an Audio Tour --Hindi / Gujarati ( Language Specific)

1. Is the zoo an interesting place / space?2. “ What makes a place /space interesting for children”

3. What is the one thing that you want to add / change so that the zoo becomes a place you would like to go back to?4. How are the animals ‘sorted’ in the zoo. Is there any special rule?

5. Why do we need zoos? 6. Should animals be caged? 7. What does being”FREE’ mean to you?

5. Background Knowledge – Purpose--To develop understanding of the animals / classification / adaptation/ extinction to include in script. Hindi Q.4Awareness of Kankaria Zoo

Teacher Tip: Introduce”Credibility”

6. Expert Intervention– Dhun KarkariaPurpose--Scruting & further guidance ( repeat 3 times through the unit)CAR - Esther David – to be inspired by Rueben David’s story Committees MAKING OF Permissions Actual Planning

prototyping with TKD and Rachana

ObserveRecogniseDescribe

animals

space

-powerpoint-guided ppt

Individual answer the questions reflection 1 2

Compare /contrast ---->Venn Diagram

Word Splash ----> Vocabulary box

BA ---> Reflection ---> 3 Q IDEATION

Compare /contrast ---->DramatizationWord Splash ----> Vocabulary box

BA --->First draft of script* Compile all written work so far

Classification ------> Fact File (I)Labeling------> Charts (E)Definition----->Sound scape (G) Match ------> Hindi & English (I)Buddy with Grade 4 for reaffirm authenticity

feedbackdesigningcreatingplanningbudgetingprototyping

-signage-interview-script-articles

-posters-budgets-letters 1

Group Individual Evidence

Group Individual Evidence/Checkpoint

Group Individual Evidence/Checkpoint

Group Individual Evidence/Checkpoint

PAUSE / HOW WILL THEY KNOW THEY KNOW

HOOK TV Reporter Purpose :

Process Product

Process Product

Process Product

Process Product

Guided Inquires ( how will I develop the skill ) Performance of Understanding

Grade : Month : Skill : Sessions:

Relevance of learning this skill :

KS 2/3 Year Long Summarization Ongoing

2010-11

Multiple Entry Points

Enough Group and Individual performances

Connections within and outside the domain

Differentiated instruction

Pause check points Feedback

Teaching as Learning

PUBLIC SCRUTINYHave I accounted for :

SKILL STAND ALONE PLANNER

Summarization is a skill that makes visible “understanding”. It reveals the takeaways once the student is able to filter all that he /she has encountered during the session / day / year.

1. To make visible the need to choose wisely, and need (relevance) of summarization. - Hand over a written report on a “breaking news story” and tell them they have a 1 minute shoot on TV. Let them prepare. - Suddenly pose them a challenge - news spot for only 30 seconds as an earthquake has occured.

2

2. Summarization through different media / to how context out of domain.

3. Thinking routines towards summarization (Closing the loop) 1. Make visible how ‘FIP ( First Important Thing) is a technique of summarization.( KS1 DeBono )

3. Thinking routines towards summarization (Closing the loop) 1. Make visible how ‘FIP ( First Important Thing) is a technique of summarization.( KS1 DeBono )

3. In Domain - Show relevance of ‘Note Taking’ - how listening with senses helps your writing for purpose ( specific to ).

paraphrase /summarization(word limit)

TV Report

Summarization Choice

-recipe (G)-illustration (1)-Headline (G/1)-Packing for purpose-Headlines (1)

Summarization- Select Choice

-Birthday Party-Travel

Note Taking (Summarization Domain)

NOTE TAKING

Grade : ______ Month :_________________Beacon/Subject : _______________________________

What was the session about ( my takeaway ) :

MIND MAP

NEW VOCABULARY CONNECTIONS

2010-11

NOTE TAKING

SUMMARIZE THE SESSION

WRITE A HEADLINE REFLECTION - DID THIS ENTRY POINT HELP ME

ILLUSTRATE THE ESSENCE

2010-11

CAUSE : ________________________________PARTNER____________________________GRADE___________

Your rational for the choice:

Partner’s Needs :

Skills Attitudes

HOOK - How will I get my children engaged wih the cause. How will they see the relevance. ( visit, movie, story, inspirational talk, TED, authentic experience - like going hungry, statistics, hard hitting video, TPE......)

Questions to help children see the relevance :

1. Awaken thought / force reflection :

2. Explore the issue / cause :

3. Challenge an assumption :

Performance of Understanding - Student reflection and action points ( individual and group )

Can children see that they are not helpless - and they can BE the change

CITIZENSHIP PLANNER2010-11

OUTCOMES- being changed

GOAL - being the changeBy the end of the year....

ACTION PLAN - IMPLEMENTATIONTimeline /Number of Interventions / Visits / Skill development opportunities / Grouping of children

Term 1 Reflection : Term 2 Reflection :

July August September October

July August September October

December January February MARCH - CULMINATION

December January February MARCH - CULMINATION

IMPORTANT - Reflection / Process Diary

ACTION PLAN - VISIBILITY – Parent involvement / School community / Documentation

“How will I sustain the engagement”?

CAUSE : PARTNER GRADE Hunger / Education Akshay Patra 4

MIND MAP ( How will include transdisciplinary opportunities )

Resources :

Site Seeing :

Your rational for the choice:

Partner’s Needs :

Skills AttitudesOUTCOMES- being changed

GOAL - being the changeBy the end of the year....

CITIZENSHIP PLANNER2010-11

IMPORTANT - Reflection / Process Diary

“How will I sustain the engagement”?ACTION PLAN - IMPLEMENTATIONTimeline /Number of Interventions / Visits / Skill development opportunities / Grouping of children

( to be done with children)

GRADE :

HOOK - How will I get my children engaged wih the cause. How will they see the relevance. ( visit, movie, story, inspirational talk, TED, authentic experience - like going hungry, statistics, hard hitting video, TPE......)

Questions to help children see the relevance :

1. Awaken thought / force reflection :

2. Explore the issue / cause :

3. Challenge an assumption :

Performance of Understanding - Student reflection and action points ( individual and group )

Can children see that they are not helpless - and they can BE the change

1. Force Reflection through hard hitting video — ‘a la carte’

2. Revisit the cause of Akshaya Patra through the citizenship movie of Grade 3

What bothers you about the ‘video’? (Group discussion)

How many children go hungry everyday? How does food affect learning?

We have food – Why do we have to worry about others?

Group ( Glad / Mad / Sad Individual - RAFT Author structureGrade 6 Akshay Letter Evidence / emotion / Year Plan

(Send this after the Action Plan)

4

Hunger is a basic physiological need, without which life is affected in every which way for hunger can degrade man to the utmost. No country can survive this human resource wastage. And a hungry child is a very poor reflection of a nation’s responsibility.

(Minimum)--> National--> 4 schools--> 4 corporate--> “x” no of children

Areas of StudyMath --> money / measurement / graphs / estimationEnglish --> RAFTHindi --> Core SkillsScience --> Body Systems / NutritionTechnology --> Corel / Photoshop / PPTs

*Compassion * Thankfulness* Engagement * Competent* Persistence ( not helpless) (follow up)

Akshaya Patra

Language beacon $* Pitching* writing * Reflecting *Street Play( Hindi)

*poster* kid section in website* Make Visible the targets $Transparent “patra” (fish bowl)

Inter / Intra personal

Stop / Start / Continue

Nutritional Growth --Nutritional Chart

Scientific Thinking

Creative Thinking

Public / Buddy

Parent Partnership

Group / national

Another School

L M Thinking

Visit / survey / car pooling / pitching / volunteer Surveys / stock / statistics

(visual graph)

NAME : GRADE DATE

1. What cause is close to your heart? What stirs you?

2. Have you been involved with any NGO / cause in the past? If yes, what has been the nature of your intervention - monetary / time / in kind....other.

3. Who is your ‘role model’ - what traits do you admire of the person/s?

4. Who is your ‘tormentor’ - what traits would you like to avoid/not have?

5. Which movie has inspired you / left an impact ( positive / negative ) to take action / or get involved with a cause....

6. What ‘quote’ are you inspired by?

‘

7. What 3 words would you like your spouse/ friends / peers and children to say ‘about’ you?

8. ‘Live a life that matters’ - what does this mean for you?

Kiran Bir Sethi 4 23 /6/ 2010

Inequity of any kind

- Started aproch & TKD - involvement in /of all kinds

Gandhiji / Geet / Raag / Jazz *Persistence /ethical *abundance *Will power -unbiased * Courage

– That myself is ‘balanced’ — I need to inculcate

-Rocky / Dumbo

Be the change you want to see in the world’

* She did ‘good’ - and she did it well * She was not afraid. * She will be missed.

* Stop complaining * Stop passing the buck * Make another’s life less difficult

Term 1 Reflection :

Term 2 Reflection : PARTNER REFLECTION :l

BE THE CHANGE PROGRAMME - TEACHER REFLECTION

PARTNER REFLECTION :

July August September October

July August September October

December January February MARCH - CULMINATION

December January February MARCH - CULMINATION

ACTION PLAN - VISIBILITY – Parent involvement / School community / Documentation

ACTION PLAN - VISIBILITY – Parent involvement / School community / Documentation

ACTION PLAN - VISIBILITY – IMPLEMENTATION

ACTION PLAN - VISIBILITY – IMPLEMENTATION

-Hook-Action Plan- Survey- PPT Presentationto Akshaya Patra

-Parent Visit while children pitching to Akshaya Patra

-Assembly (Collection Drive and targets)

-Assembly

- Street Play

(Street Play)