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transdisciplinary theme
Title: Stories
An inquiry into the ways in which we discover and express ideas, feelings,
nature, beliefs and values; the ways in which we reflect on, extend and enjoy our
creativity; our appreciation of the aesthetic.
central idea
Stories can engage their audience and communicate meaning
What are the possible ways of assessing students understanding of the central
idea? What evidence, including student-initiated actions, will we look for?
What are the key concepts (form, function, causation, change, connection,
perspective, responsibility, reflection) to be emphasized within this inquiry?
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?
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?
Tuning-in:
Pre-Unit Assessment:
formulating questions: Students develop their own questions about what it means to
be a writer.
recording data: Students record the data they have collected about how to write a
good story.
presenting research skills: Students present what they have found out to the class.
B. Learner Profile
communicator: Students learn that through stories people can communicate their
thoughts, feelings and ideas.
risk-taker: Students take risks by expressing their innermost self through stories and
presenting these to a group
C. Attitudes
creativity: Students show their ability to create and be creative in their story writing.
Enthusiasm: Students show enthusiasm while listening to each others stories.
Confidence: Students gain more confidence as they are given many opportunities to
share their stories in front of the class.
Appreciation: Students learn to appreciate the stories read to them as well as those
that they have created.
Guest Storytellers
Guest illustrator
Literature
The art station will have materials to create characters and settings depending on the story being read that week
Books and different resources will be available inside the room to cater to students needs
Students explored different ways a story can be presented by looking through books,
short movie clips and watching a play. Students also looked into the events in a
story to be able to understand that there is a beginning, middle, and end. To show
their understanding, they used story trains to show the events of stories they have
read in class. To address what stories convey, students also charted the message
of each story they read and watched through movie clips and the Alice in
Wonderland play. In order for students to show their understanding of feelings and
emotions that stories evoke and how stories are created and shared, they acted in
their own version of the Alice in Wonderland. Through this engagement, they
created their own costumes, props, and tried to convey the feelings and emotions of
the characters they were acting.
How you could improve on the assessment task(s) so that you would have a more
accurate picture of each students understanding of the central idea.
through storytelling, watching videos and plays, putting the elements on a chart, and making
their own story in the end.
Connection - Students got to see that each story has a message, and a certain emotion and
feeling that it conveys or brings to the audience.
Perspective - Through the various stories presented in class, the children found out that each
story has a message, emotion or feeling that may be the same or may be different from other
stories. Even the audience, they may see a story differently from the way others see it. The way
the stories are presented can be in different ways as well - book, puppets, audio, movies, and
plays.
analysis - Students looked at the elements of each stories read, and were placed in a chart.
application and comprehension - Students put together all elements of a story when they made their story trains, their own
books, and a play.
Social Skills:
respecting others - Each student made a unique story through a book or a play that they got to share to the class. As audience,
the students are taught to show respect by listening and not laughing at their classmates stories.
There should be an improvement when it comes to finding out about how stories are
made. Students had difficulty expressing this line of inquiry. We should provide
more engagements that will expose students to different stages on how stories are
created. Perhaps, using graphic organizers when it comes to comparing authors,
writers, and artists.
What was the evidence that connections were made between the central idea and
the transdisciplinary theme?
adopting a variety of group roles - Through the different engagements, students experienced being authors, illustrators,
storytellers, playwright, actors, as well as audience.
Communication Skills:
listening - One station that we put-up for this unit is the audio station or the listening station. The children also had guest
storytellers that made them use their attentive ears.
speaking - Children got to share the character mobiles, the book or the play that they made to the teacher and to the class.
reading - One station in this unit was the reading station or the library station. Independent-reading was encouraged, but there
was also guided-reading and storytelling.
writing - Children got to write events in the story through their story train and their own story booklets.
presenting - Children presented their stories through the books and the plays they made.
Self-Management Skills:
fine motor skills - The children were able to do writing activities in the storybooks they made, and painting and cutting activities
in the costume and props-making for the play.
organization - The children organized the elements in the story, especially the events, before they can come up with their own
story.
Research Skills:
formulating questions - The children got a chance to interview storytellers, illustrators and the librarian, in the various field trips
that we had in class.
recording data - The children put into drawing and writing their experiences in the field trips.
presenting research findings - The children made stories of their experiences and re-enacted Alice in Wonderland as evidence
of what they learned from the field trips
develop particular attributes of the learner profile and/or attitudes?
Communicator - Students were given different ways to communicate stories that they made - either through a class book, their
own books, or the plays they made.
Risk-taker - For the summative, the students were given a choice to present a story in a way that they would be able to express
themselves better. They were confident enough in choosing a book or a play, in coming up with their own elements and events,
and in presenting it to others.
9. Teacher notes
Strengths - The unit was really interesting for both the students and the teachers. The
children loved fairytales so it was easy to hook them into identifying the elements, the
message, and the emotions and feelings in the stories. Watching a play outside school also
added to their interest in the unit. Seeing the stage, the costume, the props and the acting of
the people were fun to them so it was easy to try it out in class. The children were really
involved in making the costume, props and stage which made the role playing more
enjoyable. Aside from creativity, we were able to hit a lot of skills as well in terms of
communicating, writing, and presenting. There were in-school and out of school trips that
supported this unit well.
Students inquired about differents kinds of stories by exploring stories that are not
real and stories that could be real.
Challenge - Teaching the way stories are created [either through publishing a book or creating
a play] was a challenge as we did not get resources that will show this perspective in creating
stories.
Students also inquired on the different ways stories are presented by looking at
books, movies and plays.
Recommendations - Next time this unit is taught, the teacher should be plan ahead when it
comes to looking for resource speakers.
Students were able to find out about the different parts of a story and the message
of a story by learning about how to make and write books. After which, they created
their own using what they found out.
What student-initiated actions arose from the learning?
Record student-initiated actions taken by individuals or groups showing their ability
to reflect, to choose and to act.
Students interest in reading books and creating stories improved and were trying
things they learned in school at home.
Attachment A
Finding Out
Data collection
Experiences to assist students to gather new information
Sorting Out
Gauging, organizing or representing new
information
(Connection, Perspective)
Going Further
Activities to challenge and extend
Raising new questions, extending experiences, challenging assumptions. May be individually negotiated.
Visit other levels and watch how they present stories, talk about stories, reflect on stories.
Visit the library and librarian.
Drawing conclusions
Raising new questions, extending experiences, challenging assumptions. May be individually negotiated. Students draw conclusions of what they have learnt. This is an
important time to evaluate the success of the unit and the needs and achievements of individuals. This is where students put it all together.
Students were successful in sharing their stories and understanding the unit. However, improvement for students in putting the whole unit together, is to explain
how they can improve their story or play.
Students are encouraged to make their own short stories at home or in school during their free play time, reminding them of the elements of the story. These stories
can be made in paper, or even using their electronic gadgets.