Transdisciplinary theme: How we express ourselves:
Central idea: People use different art forms to express their culture.
Tuning in Stage:
The students have been introduced to the new unit related to Ã¢â‚¬ËœCultureÃ¢â‚¬â„¢. The two main keywords to be focused during the unit were identified (culture and artifacts) and Ã‚Â the learning engagements to tune in students to both the key-words were planned.
Dress up day – To check the prior knowledge of the students and to tune them to the keyword Ã¢â‚¬ËœcultureÃ¢â‚¬â„¢, the teachers came to the school dressed up in the attires of different cultures. The teachers shared some information related to the culture they were representing and also showed some artifacts of the same culture to the students. The word Ã¢â‚¬ËœcultureÃ¢â‚¬â„¢ was not disclosed to the students. The students reflected on their understanding by answering certain prompts in the scrapbooks provided to them for the unit.
Conducting workshops: To tune the students to the other keyword Ã¢â‚¬Ëœart formsÃ¢â‚¬â„¢, the clay potters were invited to the school and the students enthusiastically soaked their hands and made pots or diyas using clay in their assistance. The students also enjoyed watching video of block printing and having a hands-on experience.
The students reflected on their understanding of both the sessions using a Thinking routine – Explanation Game.
Simulation activity – Different stations of artifacts, articles, photos of celebrations and customs, performances of different art forms (dance, music, shadow puppet, drama) of 2 different cultures Ã‚Â (Chinese and Gujarati) were organized. The students visited these stations and observed everything very carefully. Class discussion was taken up based on their experiences and the exposure provided to them. The teacher listed down all the words given by them on the whiteboard and the students were asked to sort the words in 2 different categories Ã¢â‚¬Ëœart formsÃ¢â‚¬â„¢ and Ã¢â‚¬ËœcultureÃ¢â‚¬â„¢ using mind maps. After taking the responses from the students, the teacher made both the mind-maps on the board, and while discussing she added the other important aspects which were missed out by the students, to both the mind-maps.
The definition of the culture was given and discussed with the students.
Definition of Culture: It is a way of life agreed upon by a group of people living in a community. It is learned and is transmitted from one generation to generation.
The teacher showed the power point presentations prepared by the teachers related to their cultures to the focusing on all the important aspects of culture how asking them to make connections with their own culture or if they had experienced something similar in their life. This helped students get some more insight into different cultures. The students could connect that the students in their class itself come from different cultural backgrounds but still they study and play together. The term Ã¢â‚¬ËœmulticulturalismÃ¢â‚¬â„¢ was introduced.
Multiculturalism is a word that describes a society where many different cultures live together. In a multicultural society, there is not an official (decided by the people in charge) culture that every person must be a part of. Instead, all cultures are respected as much as each other. A multicultural society is formed when people from many different countries all migrate to one place. But such society can exist only by tolerance.
Disclosing the Central idea- The students were divided into 5 groups of 4 students each. Five words that the students were using more frequently during the process were identified and each group was given one word and the students of each group were instructed to first make a mind map of that word (what does it mean). Then, they were asked to keep their word as central word and frame a sentence (their own central idea) based on whatever that they had explored and experienced during different learning engagements. The central ideas framed by them were shared and discussed in the class and afterwards, the teacher had revealed the central idea and made connections with the TDT.
Central idea: People use different art forms to express their culture.
The inquiry cycle was discussed with the students focusing on each learning engagement and different stages. The students were given a Graphic organizer to write their reflection. The students were supposed to answer the following questions-:
I wonder – What have I always wondered about the topic Ã‚Â
I Ask – What questions I have about the topic Ã‚Â Ã‚Â Ã‚Â Ã‚Â
I Relate – How does this topic relate to my life Ã‚Â
I Begin – Ã‚Â How do I begin finding more ideas Ã‚Â
- In the earlier sessions, students have learned to make advertisements. ICT Integration was done this week. The students practiced making advertisement of their own using Google Draw and the topic was Pet Shop. The following criterias for making the advertisement was shared with the students.
- The picture hooks the audience.
- The picture clearly describes and tells the main idea.
- The picture is appropriate for the audience.
- The sentences are short, detailed and to the point.
- The sentences have appealing adjectives to make it interesting.
- The advertisement has a snappy slogan or tagline to make it exciting.
- The advertisement includes whom to contact/ where to contact.
- Revision of the concepts of Alliterations and Simile was done in the class.
E.g. of alliteration Ã‚Â – Ã‚Â *The bird boasts of the best beautiful beak.
Ã‚Â Ã‚Â Ã‚Â Ã‚Â Ã‚Â Ã‚Â Ã‚Â Ã‚Â Ã‚Â Ã‚Â Ã‚Â Ã‚Â Ã‚Â Ã‚Â Ã‚Â Ã‚Â Ã‚Â Ã‚Â Ã‚Â Ã‚Â Ã‚Â Ã‚Â Ã‚Â Ã‚Â Ã‚Â Ã‚Â Ã‚Â Ã‚Â Ã‚Â Ã‚Â Ã‚Â Ã‚Â *The elephant eats an English eggplant enjoyably.
Ã‚Â Ã‚Â Ã‚Â Ã‚Â Ã‚Â Ã‚Â Ã‚Â Ã‚Â Ã‚Â Ã‚Â Ã‚Â Ã‚Â Ã‚Â Ã‚Â Ã‚Â Ã‚Â Ã‚Â Ã‚Â Ã‚Â Ã‚Â Ã‚Â Ã‚Â Ã‚Â Ã‚Â Ã‚Â Ã‚Â Ã‚Â Ã‚Â Ã‚Â Ã‚Â Ã‚Â Ã‚Â *The kangaroo keeps knocking at the koalaÃ¢â‚¬â„¢s kitchen door.
Link of similes- https://www.youtube.com/watch?v=q8gcYY-xDUU
- Formative assessment to check their understanding of alliteration and simile was taken.
- The teacher introduced the concept of – Possessive apostrophe,
The teacher explained – When something belongs to someone, we use an apostrophe to show possession – Pooja’s bag, Dad’s car, etc. Students did an exercise in the Empowering English reference book.
- The new chapter Ã¢â‚¬Ëœ11- Fighting over thingsÃ¢â‚¬â„¢ was introduced. The students read aloud the chapter and later solved the exercises given in the Empowering English reference book.
- Different learning engagements to enhance their listening skills were planned.
- The teacher gave certain instructions and the students were asked to listen to the instructions carefully and follow the same in their language notebook.
- The students were asked to listen to the audio and answer the questions related to the story in their notebook.
- The teacher introduced the term – Real/Unreal and Fact/Opinion through the Empowering English book and the students did the related activities.
- The concept of addition and subtraction was revised using manipulative- base 10 block. The students practiced grouping and regrouping strategy to solve addition and subtraction.
- Commutative property was explained to the students. The teacher also made them practice the taught math operations in their notebooks.
- The teacher revised the concept of backward counting. The concept was firstly revised with numbers with hundreds place value and then they practiced it with the numbers with thousands place value.The following link was used for their oral revision.
- The students also revised and practiced the concept of skip counting by 2Ã¢â‚¬â„¢s, 3Ã¢â‚¬â„¢s, 5Ã¢â‚¬â„¢s, 7Ã¢â‚¬â„¢s and 10Ã¢â‚¬â„¢s with higher numbers.
- I-Do model- The word problems of addition were introduced and role modelled by the teacher. The teacher was thinking aloud during the session and solved the problem.
(The word problems are done orally as of now. We will be doing oral word problems on a regular basis and start with the solving and framing of the word problems after some time.)
- Introduction of strategies- Students were introduced to different strategies which can be used for quick calculation (only 2 digit numbers were focussed).
Learning intention– Ã‚Â To enhance their mental math skills and Thinking skills (Analysing and Application)
- Split strategy- https://www.youtube.com/watch?v=Brpqvn6mswc
- Compensate strategy- https://www.youtube.com/watch?v=KUPGDrEBvpw
Bhumika Manglani (HRT)