Planning the inquiry

Class/grade: Year 2 Age group: 7 years

. 1. What is our purpose?
School: Trinity Lutheran College School code:
To inquire into the following:
Title: Spinning a Yarn
• Transdisciplinary theme PYP planner
Teacher(s): V. Edwards, R.Murdoch, J. Holden
How we express ourselves
Date: Term 3

• Central idea Proposed duration :6 weeks

Stories can be told in many different ways

Summative assessment task(s): 2. What do we want to learn?

Create a story and choose a way to express it to the group. e.g. oral storytelling, What are the key concepts (form, function, causation, change, connection,
drama, dance, visual art, music. Filming of finished product or group presentation. perspective, responsibility, reflection) to be emphasized within this inquiry?

What are the possible ways of assessing students’ understanding of the Reflection, Perspective
central idea? What evidence, including student-initiated actions, will we look
for? What lines of inquiry will define the scope of the inquiry into the central idea?

Journal Entries – Visual Interpretation, Self Reflection of Oral Storytelling, • Why people tell stories
Observation
• Different ways to express stories (Traditional to Digital)

What teacher questions/provocations will drive these inquiries?

Syllabus Outcomes:
SOSE
TCC 1.1 Students explain different meanings about an event, artifact, story or symbol from Structured questions :
different times 1. Why do people tell stories?
TCC1.2 Students sequence evidence representing changes and continuities in their lives 2. What different mediums enable stories to be expressed?
Arts Contributing Questions;
DR 2.1 Students make choices about and develop roles to build dramatic action.
DR 2.2 Students share moments of dramatic action using voice and movement so that they can
1. Why do people tell stories?
be seen, heard and understood 2. What kind of messages do we get from the different types of stories and mediums?
VA2.1 Students make images and objects by selecting and manipulating elements and Extended questions:
additional concepts. 1. Why is it important for people to tell stories?
English genre – Narrative 2. Compare and contrast the medium used in telling different stories.
DP1.2 When reading and viewing, students draw an awareness of some stages of generic
structure
• 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
QCAR Essential Learnings:
Culture and Identity:
• Stories about significant events and individuals reflect cultural diversity in local and other
Australian communities

© International Baccalaureate Organization 2008

Planning the inquiry

3. How might we know what we have learned? 4. How best might we learn?

This column should be used in conjunction with “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 possible ways of assessing students’ prior knowledge and skills? What Structure/Core Extension
evidence will we look for? Why and how do people tell stories? Why is it important for people to tell
stories?
Frontloading: • 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?

When students arrive have pictures, books, music, costumes, masks, digital story all
• Brainstorm the different ways stories can be told (e.g. music, pictures, drama, dance, text, digital etc. Classify these
at the same time. Give students time to move around the room and formulate inquiry stories in a variety of ways. eg. types of characters, setting, the purpose, common features. What do we learn from
questions on post it notes. Put all notes on an inquiry board and then debrief as a these? Begin class and individual journals recording details of a variety of ways to tell stories both traditionally and
class. digitally.
 Look at different types of stories and formulate list on why and how they are  Evaluate stories and justify
written. reasons for choice of medium.
Structured Core Extension
What are the possible ways of assessing student learning in the context of the What different mediums enable What kind of messages do Compare and contrast the medium used
lines of inquiry? What evidence will we look for? stories to be expressed? we get from the different in telling different stories.
stories and mediums?
• Guest story teller sharing a variety of stories orally. Discussion of generic structure, the message, how the story was
Formative: shared to them, its significance and purpose. (Focus on expression, tone, clarity of voice etc.)
 Read, tell, view (picture and • Story videos/Books – “A Story” F STO
Journal entries – pictures and response, digital media and response, digital stories digital) a number of stories. o Tell me a story – F RAP
Sort and categorize into groups o ‘Is it true Grandfather?’ Wendy Lohse
for ways they are expressed. o ‘Show way’ Jacqueline Woodson
Summative: o ‘Buried Treasure’ (guided reader)
• Clickview – Tiddalik the Frog
• Digital Stories – student samples
Choose or create a story and find a way to express it to the group. eg drama, dance, • Shoebox Stories – written and digital
visual art , music. Photo of finished product or group presentation • 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?
Transdisciplinary skills
Thinking skills –aquisition of knowledge, comprehension, application, analysis, collecting data and organising
it and recording it will be covered during discovering narrative.
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
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

© 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

8. What student-initiated inquiries arose from the learning? 9. Teacher notes

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?

© International Baccalaureate Organization 2008