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?

1. Why do people tell stories? Structured questions :

2. What different mediums enable stories to be expressed?

1. Why do people tell stories? Contributing Questions;

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

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

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

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

. 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 Entries – Visual Interpretation, Self Reflection of Oral Storytelling, Observation

Syllabus Outcomes:

TCC 1.1 Students explain different meanings about an event, artifact, story or symbol from different times

SOSE

TCC1.2 Students sequence evidence representing changes and continuities in their lives

DR 2.1 Students make choices about and develop roles to build dramatic action. Arts

DR 2.2 Students share moments of dramatic action using voice and movement so that they can be seen, heard and understood VA2.1 Students make images and objects by selecting and manipulating elements and additional concepts. English DP1.2 When reading and viewing, students draw an awareness of some stages of generic structure

genre – Narrative

• 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

Culture and Identity: QCAR Essential Learnings:

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

PYP planner

Planning the inquiry

© International Baccalaureate Organization 2008

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 What different mediums enable stories to be expressed?

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

Extension 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?

Thinking skills –aquisition of knowledge, comprehension, application, analysis, collecting data and organising it and recording it will be covered during discovering narrative.

Transdisciplinary skills

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

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?

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.

Frontloading:

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

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

Formative:

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

Summative:

5. What resources need to be gathered?

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

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 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? Storyteller from library and outside school

Planning 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

9. Teacher notes

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?

Reflecting on the inquiry

© International Baccalaureate Organization 2008