Welcome to 4D
Be yourself; Everyone else is already taken.— Oscar Wilde.
This is the first post on my new blog. I’m just getting this new blog going, so stay tuned for more. Subscribe below to get notified when I post new updates.
Be yourself; Everyone else is already taken.— Oscar Wilde.
This is the first post on my new blog. I’m just getting this new blog going, so stay tuned for more. Subscribe below to get notified when I post new updates.
Unit of Inquiry
Students continued with their unit on civilizations, they applied their knowledge of the excavation process and were involved in a digging activity. They collected, analyzed and validated the evidences that was found. This engagement helped them to strengthen their understanding of the steps involved in an archaeological dig. They further learned about radio carbon dating, a technique used by archaeologists to determine the age of an object.
Students attempted a summative assessment during which they assumed the role of a travel agent for a particular civilization of their choice. Their task was to design an attractive advertisement through a poster or a brochure highlighting important aspects and contribution of their chosen civilization to the modern world. They estimated the cost and duration of the trip. They also marked the civilization on the world map. Students displayed the learner profile of being knowledgeable while completing this assessment.
Students started the new unit on space exploration by reading and analyzing a newspaper article related to space and universe. They discussed the article and framed factual, conceptual and debatable questions based on the articles. They displayed their critical thinking skills (transfer) as they shared their prior knowledge about space and universe. Students read and critically analysed the main idea of this unit (through the central idea provided by the teacher) and expressed what they thought would be the learning from the unit and how they would demonstrate it.
Students appreciated and learned how to inculcate an attitude of international mindedness – a core value of IB education. They read books and watched a visual presentation about the same. They reflected using De Bono’s thinking hats strategy – they discussed the objectives of international mindedness and the benefits of being an internationally minded person.
Students completed an assessment on summary writing skills by summarizing a fictional story. They were introduced to biography writing and read various samples of biographies. They brainstormed the essentials of the biography writing genre and noted down the key features in their journals.
Students engaged in a think-pair-share activity to derive the formula for area and perimeter. Each group was given a centimeter grid paper on which they drew 3-4 squares and rectangles of different dimensions. They calculated area and perimeter by counting the squares inside the shape and added the total of the 4 sides respectively (applying the knowledge that area is space enclosed inside a closed shape and perimeter is the boundary).
Students then discussed and tried to derive the formula for area and perimeter, as they realized that it is not feasible to count squares for larger spaces/figures.
Students developed their research skills through this activity – information literacy (formulating and planning) as they were aware of what they needed to find out and could select appropriate tools/sources to help them derive the formula for area/perimeter.
Students also practised solving sums by applying the formula to calculate area and perimeter of a square and a rectangle, given the length/breadth/side.
Students exercised a choice of whether to apply the formula or to draw a shape with given dimensions and then count the squares or add the total length and breadth to calculate area and perimeter respectively.
On completion of the concept, students reflected on their understanding of area and perimeter by placing themselves in any one of the quadrants below based on their confidence of understanding. Based on their placement in the quadrant, they chose to teach a peer or learn from a peer – to consolidate their own understanding.
|Others do, I watch||I do, others help|
|I do, others watch||I do, others learn|
Students competed in a class quiz on area and perimeter. The teams were made as per house colour. Participation in the quiz served a dual purpose – students developed a competitive spirit and were able to revise the concept. Students may attempt this quiz again at home using the link below
Students wrote questions and answers from ‘Sindhu ghaatee sabhyata’ kavitathus enhancing their writing skills. They learned gintee from 1 to 40.
To enhance their listening – they listened to spell words, and then wrote sentences. They read an informal letter ‘pita ka patra putrid ke naam and enhanced their reading skills.
Grade 4- B, D
In order to enhance their reading and speaking skills, students read a story ‘हाथीऔरहिरनी’ (haathi aur hiranee).They learned new vocabulary from the story and were able to form simple and meaningful sentences. They also revisited संज्ञा (sangya) and were introduced to grammar concepts like विशेषण (adjective) through characters from the same.
Phase 2- In order to enhance their reading and speaking skills, students read a story ‘फूटाघड़ा’ (phoota ghadaa). They learned new vocabulary from the story and were able to frame simple and meaningful sentences. Their knowledge of spellings was assessed through dictation.
Phase 1- Students revised all vyanjans and maatraa which they have done inside the class. Their reading skills (ee maatra) were also assessed.
The objective of the French lesson was to peer-assess the homework on adjectives. It encouraged learner involvement and participation as they discussed and became reflective by correcting their peer’s work under the supervision of the facilitator. They developed their thinking skills by applying their acquired knowledge. They were caring and appreciative towards their peer’s achievements.
Students learned a new concept of subject pronouns in Spanish and understood their differences from English pronouns which would help them to make their use with the verbs’ conjugations.
Students also extended their knowledge of ordinal numbers till 20 in Spanish and learned their uses with nouns and how the gender gets changed with gender of nouns
Students constructed a virtual structure of civilization using different blocks of grass, stone, wood etc. in Minecraft. They effectively used inventory tool and built a detailed structure. They added a sign board representing the name of their structure.
Going further in gaining an understanding of different civilizations, students chose a civilization and researched clay artifacts of their chosen civilization. They learned the different clay techniques and explored clay modelling and the use of clay tools to create an object of beauty or utility from civilization of their choice
Dance lessons were focused on development of back flexibility where students practised different combinations of the same. Students understood the difference between rhythm and tempo through discussion. They also got to know the difference stage positions used in choreography.
Students revised note values and clapped and tapped along a rhythmic pattern. They also learned how to read notations on the lines and spaces of the treble clef.
Students started their new unit in football. They practiced dribbling skills where they practiced dribbling with their right feet as well as left feet.They also practiced dribbling around the cones and through the cones in zig-zag manner.
Students were given information on DDC(Dewey decimal classification) system. The Dewey Decimal System is a system to put books in order by subject. It is the standard way of categorizing books in libraries across the world. Students learned how the DDC plays a vital role in categorizing books and arrangement of varied resources of a library. They were also acquainted with the various categories of books that come under 000, 100,200 and so on.
Reinforcement of the concept of kindness and resilience was undertakenthrough role plays. Students were able to understand and differentiate between kindness, compassion and resilience towards self and others and this helped to internalize the same, both in classroom settings and outside school.
They made real life connections by playing a kindness game that entailed listing of three positive traits about any peer in the class. Students were encouraged to pen down their story on kindness and resilience which was later shared in class.
The next activity focused on building self-confidence. Students reflected on the areas they excel through a self-actualization strategy of self-talk with a peer. Some students needed encouragement to think deeper and recognize their areas of strengths. The peer support and encouragement helped them to do so.
Unit of Inquiry
Students continued to gain knowledge on the current unit on civilizations. To enhance the learning, they inquired into archaeological processes and the steps involved in collecting, analyzing and validating evidences. They explored the role of archaeologists in discovering ancient civilizations.
Taking their learning further, they analyzed the steps and tools involved in the excavation process.
A formative assessment was conducted wherein students applied their understanding and knowledge of a chosen ancient civilization and reflected on its characteristics, contributions and influence on the modern world.
During Englishlessons, students created a checklist of the essentials of summary writing. They also watched a story ‘Sid the Seed’ by Daniel R. Pagan and summarized the same using the five finger retell reading strategy that helped in the recall of elements of a story.
Students inquired into why area is calculated in terms of square units with a group activity. Two groups were given cut outs of equal sized squares and the two others had cut outs of equal sized circles. The groups used these to measure the surface of their table. The students using the squares could count them and state the area of the table top exactly. The students using the circles realized that they could not cover the table top completely without leaving any gaps – thus understanding why circles (or any other shape) could not be used as a standard unit for measuring area.
Students reflected on the above activity using the strategy ‘I used to think…..Now I think’ to express how their thinking has changed.
Students also framed their success criteria for the concept of area and perimeter which they will revisit at the end of the concept –
Students learned to play a math game –buzz. They participated enthusiastically in the game which reinforces the multiplication tables and application of divisibility rules.
To enhance their listening skills students attentively watched a video of ‘Sindhughateesabhyata’. After watching the visual presentation they discussed and presented a visual imagery of what the Sindhughateesabhyata could have looked like. Link to the presentation –
During their Hindi lesson, students watched a video ‘सिंधुघाटीकीसभ्यताऔरविनाश’ sindhughaateesabhyataa and attempted listen and tell. They also discussed Indus valley features and the reason for its destruction. Students enhanced their communication and critical thinking skills with these activities.
Students gained cultural knowledge about French festivals of their choice. Through link strategy, they listed what they knew about the topic, inquired collaboratively, made notes of their learning and later shared their knowledge. They also differentiated between reliable and unreliable sources with the support of facilitator, hence enhancing their research skills (ethical use). They developed their self-management skills by performing the tasks in an organized manner within the given time frame. As a closing activity, they created a Venn diagram showing similarities and differences between festivals of France and India thus enhancing their international mindedness.
They reflected on their learning by choosing a strategy – highlight- lowlight, rose-bud-thorn, reflect and sketch.
Students learned numbers from 50 to 100 to extend their knowledge of cardinal numbers. They also engaged in recapitulation of the numbers learnt to assess their prior knowledge.
Students were also introduced to the ordinal numbers and were explained the difference in use of both types.
Students explored different controls in Minecraft and learned how to use inventory tool. It contains different types of stones, furniture and many other blocks which helps in building a virtual world. Students are in the process of constructing a civilization in groups to showcase different aspects of a civilization.
Students created their print advertisement using key elements to display their understanding. They reflected on their artwork and learner profile attributes. Students observed images of artefacts from different civilizations and reflected using the step inside thinking routine – how they perceive it, what they know and how they want to create it.
The students integrated music knowledge with the unit of inquiry as they learned about the history of the genres of music and when each genre evolved. They also created timelines to mark the evolution of various musical instruments.
Students completed the integration sheet on ‘Civilization’ – they identified the sports played in the ancient civilization and sports played in modern times. Further, they compared the similarities and differences between the sports played in the ancient civilization and in modern times.
Students visited the library after Diwali break with lot of enthusiasm and excitement. As for the first week they enjoyed free reading in the library and chose one Hindi and one non-fiction book to read at home.
Students gained a deeper understanding of kindness, compassion and resilience through activities like role plays. They were sensitised to incorporate them as practices in daily life. As a follow up activity called the three jars of kindness, compassion and resilience will be placed in each class. Students will be encouraged to pen down and write their story on kindness, compassion and resilience which will be later shared with their peers.
Unit of Inquiry
Students continued their learning journey into ancient civilizations as they researched the Indus valley civilization. They focused on characteristics like town planning, art and architecture, religion, culture, trade, daily lives, inventions and the reasons for decline. They further inquired into different ancient civilizations around the world pertaining to their social, economic and cultural ethos thereby enhancing their knowledge and understanding. They collaborated and presented information about the Roman, Chinese, Inca, Greek and Persian civilizations using posters, PPT and book creator.
Students examined the influence of these civilizations on the modern world. They reflected upon the practices that have given rise to modern day systems like urban town planning, standardized weights and measures, trade, number system and calendars.
English lessons were integrated with the Unit of Inquiry when students presented their research work on chosen civilization as a ‘take and talk’ activity. A spell bee was conducted to strengthen vocabulary. They brainstormed the essentials of summary writing and used the ’big 5’ strategy to summarize their work. They also watched a video on summary writing which was followed by a classroom discussion and note taking. The link is given below:
Progressing with the concept of measurement, students engaged in a discussion about the units of measurement used in past civilizations. They differentiated between standard and non-standard units of measurement through an activity which helped understand why non-standard units are not an accurate way to measure.
In groups, students measured the length of their table using their hand-span and the length of the classroom using their foot span. They observed the variations in their answers, thus concluding that this is not an accurate way of measuring.
Students got a glimpse into the advanced and standardized tools of measurement used in the Indus Valley Civilization which demonstrated the precision in measuring, even without the use of standard tools. Link below:
Students also expressed their prior knowledge about area and perimeter using the think-puzzle-explore strategy. Some guiding questions aided them
Students read the mukhya samachar and presented in groups in class, thus enhancing their reading-speaking skills. To enhance their speaking skills they spoke about means of communication and the pros and cons of smart phones. To enhance their listening and writing skills they were givena spell bee.
Students discussed about the given picture and wrote words related to them, thus enhancing their critical thinking skills. They also revised vyanjans and few maatraa (आ,इ,ई)
Students discussed the given pictures and wrote sentences, hence enhancing their critical thinking skills and speaking skills. They also revised vyanjans and maatraa. Their knowledge of spellings was assessed with a spell bee activity.
The objective of the French lesson was to self-assess work on grammar and vocabulary. It encouraged learner involvement and participation as students discussed and reflected by correcting their own work under the supervision of the facilitator. They developed their thinking skills by applying their prior knowledge.
Students recapitulated the concept of interrogative words and practiced presenting this to anothers in Spanish as a part of a class activity. They also watched a video based on the introduction of self and others while learning to ask and answer questions. They reflected upon their learning and understanding so to correct their errors.
Students were introduced to Minecraft to enhance their creativity, problem-solving, self-direction, collaboration and key life skills. Minecraft allows players to build using a variety of different blocks in a 3D procedurally generated world that requires creativity from players. The other activities in Minecraft include exploration, resource gathering and crafting. Students used creative mode where players are given limitless resources to build whatever they can imagine. They learned the movements, breaking and placing of blocks, control of mouse and keyboard to build anything they could imagine.
Students are in the process of completing their print advertisement. They used the elements of advertisement and created their print advertisement in mixed media. They also reflected on their artwork.
In their music classes they researched about music genres and learned when and why each genre of music was developed.
Unit of inquiry
Students were introduced to the current unit on civilization under the transdisciplinary theme- ‘where we are in place and time’- through an artifacts display in class. They discussed the features and significance of these artifacts with their peers and made connections with different cultures. Through the ‘bus stop’ strategy, they discussed and wrote the purpose of the line of inquiries, how they would find information and the ways in which they would express their understanding. This enabled them to co-construct the unit with their mentors.
Students brainstormed key words of the central idea to create a definition of civilization. They watched audio visuals and wrote their understanding using the Connect-Extend-Challenge thinking routine- whereby they made connections and extended their knowledge of five essential characteristics of a civilization and wrote their wanderings.
They further inquired into prehistoric period and ancient civilizations that emerged from the stone ages – Paleolithic, Mesolithic, Neolithic, Bronze Age and Iron Age. They marked the civilization on a world map and created a timeline.
They further investigated different aspects of Indus valley civilization pertaining to its social, economic and cultural ethos.
English lessons were integrated with the unit as students answered questions from a comprehension passage based on early civilizations. Research skills were enhanced as they researched in groups about Indus Valley civilization; they later collated and shared their research findings with their peers thus strengthening communication skills. Students were assessed on their reading skills based on a rubric. Their knowledge of spellings was peer assessed through a ‘Spell bee’ activity.
Students analyzed certain word problems in groups and devised strategies which would help them to solve any word problem accurately – e.g. cut out any unnecessary information, underline the important numbers, circle the key words in the question etc. Students are being encouraged to apply these strategies while solving word problems.
Students were then introduced to the concept of a timeline and certain notations associated with them – BC and AD and the alternative notation of BCE and CE used presently. Students created a timeline of their own lives – plotting important events like when they started school, when their siblings were born, etc.
They also plotted certain events from the Indus valley civilization on a timeline, thus integrating their unit of inquiry and gaining an understanding of how the civilization developed and progressed.
To enhance student’s speaking skills they read ‘mukhya samachar’. To enhance their writing skills they wrote new words and made sentences while addressing ‘Samachar patraa ki aatma kathaa’. They planted saplings in recycled pots there by expressing their reflection on plantation. To improve their vocabulary a spell bee was taken.
During their Hindi lessons students learned new व्यंजन ‘vyanjans’ and इमात्रा ‘i maatraa’. They developed their vocabulary using these maatraa. They also watched the story ‘एकतामेंबल’ and shared their understanding of the story.
During their Hindi lessons, students watched the story ‘Bhookhee laumadee’
Bhookhee lomadee and did sequencing. Students enhanced their critical and thinking skill. They enhanced their reading skill through the story ‘एकतामेंबल’ and sorted out naming words ‘संज्ञा’ (sangya) from the same and created sentences.
Students were introduced to the concept of media and how it influences our perception and choices as a part of integration. They were asked for different perspectives they had about media and its forms. They were given a situation wherein they were asked to create a print media of their choice that would show the elements which could help them to understand the language, culture or any aspect related to Spain or Spanish.
They were also shown some examples of the visual and print media. They are in the process of creating magazines and brochures to illustrate the concepts of the language.
Students discussed how technology has made it easier for people to access media in many ways like television, newspapers and internet. They learned how media has evolved over time through a presentation. They enhanced their research skills by exploring the progression of media. They are in the process of recording their understanding about evolution of media using Flipgrid.
Students are in the process of creating their print ad using the elements of advertisement. They are learning to combine the technique of watercolors and pencil colors to create their print ad. Students reflected on their completed artwork to analyse their learning.
Students are actively preparing for the annual day celebrations.
Students were assessed on their understanding of note values. Each student was asked to play different note values on the bongos. They also created their own rhythmic patterns using different notes.
The students continued with their unit on Swimming. They were given drill workout in different strokes like freestyle, backstroke and breaststroke to improve their understanding of stroke correction and technique.
Unit of Inquiry
Students discussed the influence of media on their choices through a tug of war activity. They expressed their opinion as to whether media had a positive or negative influence on their decision making. Using data analysis, they interpreted the impact of media on popularity of brands by interpreting the case study on the popular instant food brand Maggi. They were also given a brief idea of the various professions associated with the field of media. Students were formatively assessed on how media helped them make responsible choices. Two guest speaker sessions were held wherein parents from grade level involved in professions relevant to media apprised students of netiquettes and how to be responsible digital citizens. Students showcased their understanding of the unit by creating posters & audio visual advertisements on various social media platforms as part of their summative assessment.
Students attempted a formative task on persuasive writing on a topic of their choice. Students distinguished between countable and uncountable nouns and watched the following video to understand the use of this part of speech.
They understood the differentiation between genders in grammar. They watched TED talk videos and discussed ways to speak effectively and convincingly to persuade others. They identified different parts of a newspaper as well and documented their learning in the process journals. Their knowledge of spellings was peer assessed using a spell bee activity.
Students made real life connections by estimating the sum of various items from advertisements in newspapers. They calculated and then compared the estimated and the actual cost. Thus they were able to identify situations where estimating numbers can prove to be advantageous for preparing a reasonable
Students progressed in their learning of the operations of addition and multiplication. They made informed choices in applying different strategies to multiply numbers. The array method, the lattice method evoked student interest and enthusiasm. Students then reflected using the strategy ‘I used to think…..Now I think’ to express how their confidence in multiplying large numbers has developed.
Math was integrated with the Unit of Inquiry as students understood the impact of visual representation on analysis of data for easy and effective use. Students observed the link below to understand how graphs (pie chart, line graph and bar graph) helped interpret the influence of social media on the Maggi crisis.
To enhance their vocabulary skills, students wrote ‘Vilom Shabd’. They made posters to create awareness on the effects of smartphones and wrote slogans to speak their mind. Reading ‘Samachar patraa ki aatm kathaa enhanced their fluency’. A spell bee was taken too.
On the occasion of Hindi Diwas, marked on 14 September, students discussed sustainability and the Gandhian philosophy. They learnt few vyanjans with ‘आ’ मात्रा (aa maatraa)
On the occasion of Hindi Diwas, marked on 14 September, students discussed sustainability and Gandhian philosophy. They engaged in a tug of war activity on the advantages and disadvantages of a smartphone. They also made a poster to depict the impact of the technology on human life.
Through a Gallery walk, students were exposed to different advertisements in French. Then they shared their first and second understanding using ‘Share a sticky note’ strategy. This classroom engagement allowed them to be actively engaged and they developed their thinking skills (applying prior knowledge). Later, they collaborated in small groups to create an advertisement using their choice of media (print/ audio-visual), hence promoting student agency. They collaboratively created the success criteria for the advertisement, hence enhancing their social skills (respecting and supporting others).
Students learned to write a letter in Spanish, wherein they were introduced to how to start and end a letter.
Students wrote letters on coloured sheets to their parents, family members and friends about their likes and dislikes. This activity helped them build their social and communication skills by sharing information and supporting others in their tasks.
Students learned to differentiate between real and fake news. They were shown a video to understand the important elements which will help them to differentiate between real and fake news. Students used their thinking skills and attempted a quiz based on the identification of fake news. Students analyzed and shared their understanding using a Padlet link.
Students learned about different types of social media. They discussed the rules to stay safe online and to be a good netizen. Students enhanced their research skills by exploring online about cyber safety. As an integration of ICT with UOI, students are making a pamphlet to spread awareness on the usage of social media.
Students created layouts for print advertisements by applying their knowledge of elements of an advertisement; they also wrote creative taglines for their product. They are in the process of creating their final artwork using the elements of print ad – focusing on brand, logo, typography, stylized font and colour schemes. Students are using a combination of watercolours and colour pencils.
Lessons were focused on development of kicks and back bend walk where students practiced different combination of specific steps. Students understood the difference between performing arts and visual art during a discussion. They also got to know the different stage positions used in choreography.
The students played various notes on the bongo. After gaining knowledge about note values, they were able to listen to a rhythm and play it back on the bongo. Some of the students also were able to create their own rhythmic patterns.
They sang ‘I Love My Teacher’ (I Love My Teacher) for their teachers on teachers’ day.
The students also integrated with the unit of inquiry where they learned and discussed how music is made popular through media. They created jingles to promote products.
Students continued with their unit on swimming. They were given workout in 25 meters and 50 meters in different strokes like freestyle, backstroke and breaststroke to improve their endurance and speed.
This year the summer assignment challenge aimed at developing analytical and thinking skills. Students undertook an extensive and meaningful assignment and presented insightful reflections based on The De Bono’s hats thinking strategies for the stories they read.
Winners of the summer challenge celebrated their victory on September 3, 2019 by dressing up as favourite characters from their respective stories and went on a character parade to instill the love for reading across school.
Students enjoyed their celebratory ice cream and attention. The school takes pride in awarding winners with an interdisciplinary certificate of appreciation that applauds their efforts.
Unit of Inquiry
Students observed various advertisements and the different marketing techniques used to persuade the target audience. They brainstormed on the role of media in defining beauty. Certain advertisements with social messages were shown to students and they expressed their understanding of the same. They were assessed on their persuasion skills as they advertised a few products. Students reflected on the importance of academic honesty, particularly the need for mentioning references as promoted by IB.
During English lessons, students were introduced to onomatopoeia through a video and listed the onomatopoeic words. They read poems related to onomatopoeia for better clarity. They also discussed the various sections a newspaper is divided into and understood their purpose. The Unit of Inquiry was integrated with the English lessons where students attempted a listening comprehension based on a radio advertisement.
Students continued reinforcing the concepts of number systems – understanding of large numbers in the Indian and International number systems, expanded form of numbers, rounding off numbers to different places. Students expressed their understanding of these concepts through a tic-tac-toe formative assessment. This strategy integrated student choice in the assessment as they could choose a particular row/column/diagonal for the sums they wanted to attempt.
Students were introduced to the game of Sudoku -a logic based, number-placement puzzle. The objective was to fill a 9×9 grid with digits such that each column, each row, and each of the nine 3×3 sub grids. Some benefits of doing a Sudoku are understood to be- improvement in memory, stimulation of the mind, reduction in the chances of developing Alzheimer by keeping the brain active. The strategy of solving a Sudoku was explained and students enjoyed completing a Sudoku in class.
Some links were shown to introduce the students to Sudoku
Students then expressed their prior knowledge about the operations of addition and multiplication and articulated their confidence about these operations.
To enhance their listening and speaking students discussed ‘Sanchaar ke saadhan’. To enhance their viewing skills they watched a video ‘Smart phone se bachchon ko nuksaan’
Students wrote about ‘Mobile/internet ke prabhaav avam dusprabhaav’. The students also read hindi kavita ‘Akhbaar’.
During their Hindi lessons, students watched a video ‘हाइडीकीकहानी’ https://www.youtube.com/watch?v=5Jj5MNBtIME. They attempted ‘Listen and tell’ and a visual imagery activity. They enhanced their thinking and communication skills by retelling a story.
Students wrote a reflection about the story and revisited all the maatraas with the help of sentences.
Students were introduced to Microsoft Publisher, which is a graphic design application. Its emphasis lies more on page layout and design and less on word composition and formatting. The publisher provides easy-to-use and less expensive publishing options and is ideal for creating logos, business cards, branded calendars, brochures, pamphlets and newsletters. Students are learning pamphlet and brochure making by adding pictures, shapes, arranging and aligning text in a blank page. They are using built-in templates which help in making the software a user-friendly tool. Students displayed their creativity while making a pamphlet to advertise the product of their own choice where they used a variety of tools available in Publisher.
Connecting to print media, students discussed and reflected on various elements required to create a print advertisement. Elements like visuals, graphics, brand, logo, typography, tag lines, catchy slogans, and target audience were discussed. Students wrote their understanding of the elements in their UOI journal. Students are in the process of creating a product design.
Dance lessons focused on development of kicks and back bend walk where students practiced different combinations of kicks and backbend walkovers. Students understood the difference between performing arts and visual art during a discussion. They also got an insight into the different stage positions used in choreography.
The students clapped various note values. They also created their own grooves and played them on the bongos.
The students continued practising swimming. Students were briefed about the upcoming inter-house swimming meet. Students participated in an intra-class events like 25 metre freestyle and 25 metre backstroke .
The world humanitarian day is observed every year on August 19. This day is observed annually to pay tribute to the humanitarian aid workers who endanger their lives for service and the aim is to rally support for the people affected by crises across the world.
It is also dedicated to all the women who involve themselves in every aspect of crisis response.
The day was marked in the library with a discussion about the countries that are currently in need of humanitarian aid. Students were shown a poster that displayed the reason for celebrating this day and some suggestions on what they could do to contribute to this day by helping someone in need or even feeding a poor person.
During the second session, children were given booklets made of recycled paper which had three blank faces on them. After listening to various situations, they had to identify and draw emotions showcased in the story thereby enabling them to identify and become aware of emotions.
Unit of Inquiry
Students were introduced to the first unit on ‘Media’ which served as a medium of expressing ourselves. The unit introductory letter was shared with students and they analysed the information therein to understand the intended learning from this unit. This enabled them to formulate their individual success criteria for this unit. Observing the display boards helped to further their understanding of the term media. They examined the elements and analyzed the pros and cons of the different types of media – print, audio and audio visuals.
Students understood the different components of media – like newspaper, brochures, leaflets, magazines, live news and television advertisements etc. They critically analysed the use of taglines, logos, mascots & jingles as forms of media.
During English classes, prior knowledge on the use of punctuation was assessed. Learners were introduced to degrees of comparison. The learning from the unit on media was integrated with the English lessons wherein students watched two commercials and analysed how they were used to persuade the viewer towards making a choice.
This was followed by a discussion on persuasive writing. Unit of inquiry was furthered understanding when students learned to differentiate between facts and opinions seen in advertisements.
Math classes for the academic year began with a session on getting to know each other through an activity. Numbers between 0 – 12 were pasted around the room. The teacher asked some questions (e.g. How many pets do you have? How old are you? How many siblings do you have?). Based on the answers students were grouped where each one stated one more fact about numbers, and thus got a sense about numbers in the real world.
Students developed group work skills by participating in an interesting group task ‘100 numbers to get students talking’ wherein they sat in groups of 4 and had to find and circle numbers from 1-100, while taking turns to discover patterns in numbers.
Students also framed some essential agreements with their teacher to ensure a positive learning environment during Math classes.
The number system concepts were revisited in subsequent classes – students displayed the attribute of being knowledgeable as they recapped some previously learnt concepts.
Students made real life connections about estimation of numbers during a small group activity. They discussed and noted down examples about estimation of money, cost of items, weight of items etc.
Students read a Hindi poem – Lalchee Bandar – thus enhancing their reading skills. To hone their writing skills they wrote ‘nayeshabd’, ’milte-julte’ shabd. They practiced varn-vichched and visheshhan. To enhance their listening skills, students watched a video ‘Do bailonkikatha’ – and tried to assign a learner profile for the same.
Learners were assessed on their prior knowledge through a think, pair, and share strategy. They developed their time management skills by completing the work on time and enhanced their social skills by sharing their knowledge with their peers. A ‘Jeux de role’ (role play) gave them an opportunity to converse in French with their peers, hence enhancing their communication skills. As they assessed their peers during this activity and gave constructive feedback, they developed the learner attribute of being reflective.
Students engaged in an activity based on the learner profile attribute during Spanish lessons, wherein they were asked to illustrate a learner profile. Students drew images, wrote the learner profile in Spanish and presented it to their peers. This activity enhanced their thinking, self-management and social skills.
Students interacted with each other and talked about different activities they enjoyed during the summer break. The week began with a discussion on essential agreements for a productive class. Each student had a unique perspective of the challenges that they have faced in the past years, and tried to list possible solutions to improve the classroom environment.
Students began their new academic year discussing the art room norms and establishing some agreements. They also expressed their understanding of the learner profile attributes, values and attitudes they would like to display in the art room.
While introducing the unit, “Media” students experienced, observed, analyzed and reflected on some newspaper advertisements to understand the different elements.
Dance lessons were focused on development of kicks. Students practiced different combination of kicks and were well engaged in the activity as they learned coordination in movements.
The students were introduced to note values like quarter, half, dotted half, whole and eighth notes. They also practiced singing the song ‘Maa Tujhe Salaam’ to mark India’s independence day.
The students started the new session with swimming classes. They were introduced to the basic skills in swimming such as freestyle and backstroke and practiced swimming across the breadth of the pool. They were also briefed about the safety rules to be followed during swimming class.
Students were given a library tour to make them aware of how to browse for books keeping the arrangement of book s in mind. Essential agreements for the library were discussed and explained to students to maintain decorum of literary space. They were encouraged to borrow one Hindi and one English book this week.
This is an example post, originally published as part of Blogging University. Enroll in one of our ten programs, and start your blog right.
You’re going to publish a post today. Don’t worry about how your blog looks. Don’t worry if you haven’t given it a name yet, or you’re feeling overwhelmed. Just click the “New Post” button, and tell us why you’re here.
Why do this?
The post can be short or long, a personal intro to your life or a bloggy mission statement, a manifesto for the future or a simple outline of your the types of things you hope to publish.
To help you get started, here are a few questions:
You’re not locked into any of this; one of the wonderful things about blogs is how they constantly evolve as we learn, grow, and interact with one another — but it’s good to know where and why you started, and articulating your goals may just give you a few other post ideas.
Can’t think how to get started? Just write the first thing that pops into your head. Anne Lamott, author of a book on writing we love, says that you need to give yourself permission to write a “crappy first draft”. Anne makes a great point — just start writing, and worry about editing it later.
When you’re ready to publish, give your post three to five tags that describe your blog’s focus — writing, photography, fiction, parenting, food, cars, movies, sports, whatever. These tags will help others who care about your topics find you in the Reader. Make sure one of the tags is “zerotohero,” so other new bloggers can find you, too.