Unit of inquiry
Students completed a formative assessment to express their understanding about different types of inequalities, and their causes and effect relationship. They presented their understanding both individually and in groups. They also collated a fact sheet while viewing these presentations.
Students read and analysed a Sustainable Development Goals of the United Nations that brings SDG#10 (Reduced inequality) into focus and assists in relating it the ongoing unit on equal opportunities.
They annotated newspaper articles related to the unit (‘It’s okay for men to cry’, and ‘Beautiful minds’ – an article about women scientists) and then shared their perspectives.
Students worked in groups to understand different types of action categorised by the IB and understood its significance. They identified and analysed newspaper articles related to specific types of action.
They went on to inquire about the initiatives taken by individuals, government and non-government organisations to reduce inequality in their surroundings or the world platform.
They reflected on their understanding of the unit and applied their thinking skills to develop their individual action plan to contribute towards reducing any type of inequalities that they have observed in their surroundings.
Students refreshed their understanding of report writing with the help of a visual presentation on Goldilocks and the three bears. following which they answered the following questions:
What? When? Where? Why? How?
Students comprehended the basics of writing news reports with the help of a visual presentation. They learned the format for a report and what to look for in an article. Then they discussed a newspaper article related to their unit and analysed it to list all its essential elements.
Students penned a report on the ‘Sariska school camp’ in their journals. They used a graphic organizer to plan their thoughts as guided by the essential elements of a report.
Students researched about a person of their choice who had worked or is working towards reducing any kind of inequality in his/her surrounding. They attempted to write a biography of the chosen person in their process journals.
Students revisited punctuation during grammar focused activities. They completed a formative assessment based on the same.
The students continued calculating Least Common Multiple by applying the division method and solved word problems to consolidate their understanding. They participated in a flipped class session on the concept of Highest Common Factor and expressed their understanding of the different strategies used to calculate HCF.
Students reflected on the success criteria related to LCM and HCF in their journals, and jotted their areas of strength and improvement.
Students completed a formative assessment on the concept of HCF and LCM, through a cut-and-paste activity which displayed student agency through the ‘choose to calculate’ section.
Students also completed the summative assessment on factors, multiples, LCM and HCF. They co-constructed the assessment rubric for the same.
Students expressed their prior knowledge about fractions through the Frayer’s model where they defined the term fraction and provided facts, examples and non-examples of fractions. They watched a visual presentation on the types of fractions (weblink below) for reinforcement.
They consolidated their understanding of equivalent fractions by engaging in a ‘fraction chart activity’ and evaluated the relationship between a whole quantity (represented by a strip of paper) and different values of fractions that can be marked on the same length.
Students can reinforce the concept of HCF and LCM using the following link for practice:
Students enhanced their communication skills by reading a story ‘shiksha kaa upyog’ (शिक्षा का उपयोग). They highlighted the unknown words and found out their meanings as well. They also learned the concept of ‘tenses’ (काल- भूतकाल, वर्तमान काल, भविष्यत काल,) and underlined sentences with different tenses in the story ‘shiksha kaa upyog’ (शिक्षा का उपयोग). They also marked appropriate and missing punctuation (विराम चिह्न) in the story while revisiting the concept of punctuation.
Hindi: Ab initio
To enhance their reading skills, students read chote ‘u’ maatra ke shabd and vaakya. They filled in the blanks of badee ‘e’ maatra wale shabd and played ’bingo’. They learned gintee 1 to 30. They watched a presentation on ‘Importance of education’ to enhance their listening skills. They read a story ‘Aaut’ and expressed it in their own words. They learned sangya shabd with the ‘name, place, thing and animal’ game.
Students expressed their prior knowledge using the strategy- ‘I see, I think, I wonder’ wherein they reflected on an image related to the theme in the target language. Later, they gained knowledge about human rights in France, made connections rights in India, and expressed their understanding through a graphic organizer, thus integrating the current unit on equal opportunities with the language. They developed their research skills (gathering and recording data) through this activity. They enhanced their social skills by supporting and respecting others during research work. They completed the task in a given time frame thus displaying self- management skills (time management)
Students recapitulated the AR ending verbs in Spanish and also completed their summative assessment based on the same. As a part of integration, students also watched a video about how Spain became a member of the United Nations Human Rights Council, the country’s commitments during its term and students later expressed their understanding of the same. They identified new verbs and words in the visual presentation which helped them become more communicative.
Students observed visuals of a few public art projects advocating social justice and discussed their understanding of the central idea, ‘Access to equal opportunities can shape communities and make a difference in the world’. They inquired about protest art as a medium to raise awareness and bring about change. Students chose a concept on social injustice and created an artwork to showcase their idea.
Students started to explore the tools used in choreography. Students compared the roles of dancer, choreographer and the technical crew using suitable graphic organizers. They also deepened their understanding through a Frayer model and T-chart activity.
The students completed an assessment expressing understanding of staff notations. They also sang Christmas carols and played musical instruments along with the carols.
Students gained an insight into the world of Minecraft which allows players to build virtual worlds using 3D procedure generated way. They explored various tools of Minecraft. They used the creative mode where players are given limitless resources to build anything – they were limited only by their imagination. They learned the movements, breaking and placing of blocks, control of mouse and keyboard to build. They are working on creating a solution for a sustainable world.
Students also took part in the ‘Hour of Code’ event, which is a platform to learn coding with blocks in a fun way. They arranged various blocks to finish a task and used their computational and creative thinking for coding. The event was mentored by Apple officials.
Students read and interpreted Carson Ellis’s award winning translanguaging book ‘Du Iz Tak?’ The picture book focussed on a group of bugs who discovered a new sprouting plant. They watched it grow and change through the seasons.
The uniqueness of this literary work, it’s imaginative use of language made interesting read. Students could only infer the meaning of the dialogues. They applied their thinking, and imagination to interpret and decode the language.
Students prepared a book using their understanding and a checklist that aided them to dabble in translanguaging. Guidelines like the story should have some made up language and illustrations must convey meaning of the story to the readers set expectations from the authors. The books created by students would be added to the Primary library collection for other children to read.
The students started with their new unit on athletics where they were briefed about the rules and regulations of the track and field events and also learned how to take start, turn and finish. Students also started practicing skills for the upcoming inter house athletic meet.
Social emotional learning
Students continued with experiential activities for self-efficacy during which they reflected on enlisting and identifying persons, peer interactions and situations which strengthened their self-belief and confidence. Students also created comic strips with affirmations to help their peers remain optimistic even in challenging situations.
Unit of Inquiry
Students commenced their new unit on equal opportunities. They watched a movie ‘I am Kalam’ which made reference to inequalities prevalent in society. Then they expressed their understanding of the word inequality by associating a colour and a symbol with it. They made relevant suggestions on what they wanted to learn and how they wanted to learn, thereby encouraging student voice in the classroom. They made a choice about the type of inequality they wanted to inquire about and accordingly were divided into groups. Each group researched about different inequalities and created a presentation of their understanding.
Students recalled their poetry annotation skills and analysed a poem ‘Inequality of life’ by John Knight. They summarised the poem and made connections with the current unit. In addition to this, they also completed a reading assessment and reflected on the same.
Students understood the difference between the poetic devices of metaphor, simile and personification by reading various examples and then differentiated between them.
Moving ahead with the concept of factors and multiples, students practised the division method
of prime factorisation and compared it with the factor tree method. They applied their thinking skills (analysis) to find patterns while performing continuous division of a composite number by its prime factors in both the methods and discussed the advantage of using division method.
They displayed the learner profile attribute of being reflective, as they mulled over the success criteria of their understanding of prime numbers, factors and multiples. They also completed a formative assessment of prime numbers, factors and multiples, where they had to eliminate numbers presented in a grid, as per the given guidelines. The students reinforced the concept of LCM (Lowest Common Multiple) by engaging in a calendar activity. They shaded numbers on a calendar template and used different colours to highlight information pertaining to themselves and a peer. They were able to analyse and conclude that double-shaded numbers, were common multiples of the days (mentioned as part of the activity).
They made use of the following visual presentations (web links given below) for a better understanding of LCM.
The students are in the process of learning to calculate LCM by using the division method.
In their Hindi classes, students enhanced their communication skills by reading and analysing a news article from a Hindi newspaper. They found adjectives from the news article and made sentences with the same. To hone their critical thinking skills students discussed and wrote the causes and effects of gender discrimination after watching a video related to their current unit ‘access to equal opportunities’.
To develop their reading students read chotee ‘i’ ki maatra wale shabd. For their writing task, they filled in certain blanks and completed a spellbee of ‘i’ maatra shabd. They observed a Hindi story ‘Char brahman’ and saras aur kenkda’. They also attempted to express their understanding of a Hindi story ‘Char brahman’ to enhance their speaking skills.
The objective of the French lesson was to peer-assess the homework on the knowledge acquired on ‘er’ ending verbs. It encouraged learner involvement and participation as they discussed and reflected by correcting the work of their peer 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 recapitulated the concept of ‘ar’ ending verbs and also learned to make interrogative, affirmative and negative sentences in Spanish based on the verbs learned.
Students attempted to apply verbs in different situations and framed sentences with different subject pronouns to improve their communication skills. Students also participated in a quiz based on the same concept which helped them develop their thinking and social skills.
Students completed their summative assessment where they created a prototype of a simple machine model based on the problem given to them. Initially they created a prototype on a piece of paper upon analysing the problem and finally made using 123 Design software. They also wrote their final understanding on a continuum chart which is a graphic organizer that is used to represent a continuum of data in a sequential order.
In continuation of their work, to create a composition using the technique of pointillism, students drew a layout to plan their artwork. They applied their observation skills and spatial awareness to create their composition. Students are in the process of creating their final work using mixed media.
Students researched on the different types of light equipment used in performing arts. They also learned a new dance routine on the song “a million dreams” and started to add their individual perspectives to the choreography through a group improvisation exercise.
The students learned how to read notations on the treble clef and learned the names of the notes of the piano. They also sang ‘One King’
A session on academic honesty allowed students to get an understanding on how to adhere to policies regarding academic writing and the written presentation of school work. This was essential especially in connection with plagiarism and related forms of academic misconduct. Credit is to be given to previous work through references to sources that are being quoted, paraphrased or used in any other way.
The students continued with their unit on football. They practiced passing the ball with the inside and outside of the foot to a moving partner. They learned to control by juggling the ball with both feet. They also played one on one matches to identify their personal strengths and weaknesses.
Social Emotional Learning
Students developed their self- confidence by engaging in a kindness game where they took turns to compliment their peers. This helped them to appreciate and acknowledge each other’s strengths and achievements. The students showed keen interest to carry this skill forward and agreed to create a kindness corner in their classrooms where they would note down acts of kindness they initiated or observed in their daily interactions.
Unit of inquiry
Students continued with their unit on machines; they debated the impact of machines on their lives and shared their perspectives through a presentation. Each student spoke about his/her view on the impact of machines both on a personal level and in a global context. Students thus were able to strengthen their understanding through a deliberation on whether machines are a boon or a bane to society.
The summative assessment for the unit was integrated with ICT. Students were given four real life scenarios – For example if the lift of a building is out of order and a vegetable vendor has to send vegetables to the 20th floor, what machine could he use? Students chose any one scenario, then they created a prototype of a machine that could solve the problem, applying 1-2-3D design application skills. They explained the features and functions of their prototype and also expressed how it could reduce human effort significantly. Students developed their critical thinking skills as they formulated convincing arguments to support their conclusions during this assessment.
Students were introduced to adverbs. They brainstormed the placement of the word and the effect it had on the overall sentence. After a class discussion with other groups, students inferred that these words are adverbs. They expressed their understanding through a mind map on the various types of adverbs. Students also solved a crossword puzzle and engaged in a newspaper activity related to the same.
Students attempted a character sketch of Oliver Twist referring to the key points in the text as evidence. They also researched the life of Charles Dickens and carried out a comparative analysis between similar themed books. Examples of ‘Heidi’ and ‘A Christmas Carol ‘were given by the students that led to class discussions.
Students reflected on the annual day in their journals using the LAYERS thinking pattern. They were encouraged to use adverbs from the list given below.
In Math sessions, students continued learning about factors and multiples.
They were provided with a cut-out of the ‘Sieve of Eratosthenes’ to further reinforce the concept of prime and composite numbers in a grid format. They shaded the prime and composite numbers in red and green respectively to differentiate between them.
They also expressed certain numbers as a sum of prime numbers and few numbers as a product of their prime factors, as a warm-up to the prime factorisation method.
They drew a Venn diagram to display their understanding of similarities and differences between factors and multiples. The students were able to establish a connection between terms ‘finite’ and ‘infinite’ (in one of the visual presentations) by providing real-life examples.
Students reinforced their understanding of the factor tree method of prime factorisation through the following visual presentations (web links below)and this was followed by a class discussion on the same.
In order to enhance their writing and thinking skills, students discussed the role of machines in their daily lives and categorized them according to their importance. They summarized the story of a ‘mobile phone’ after listening to it. They enhanced their understanding regarding the current unit on machines by attempting a ‘listen and answer’ activity of the same story. They developed their thinking and writing skills by attempting a comprehension through a mind map.
To enhance their reading, students read chotee ‘e’ maatraa wale shabd and vaakya. To develop their listening skills they watched ‘Alibaba aur Chalees chor’.To enhance their speaking skills they listened to the story ‘Char brahman’ and explained it in their own words. They played a Bingo game based on ‘e’ maatra shabd.
The objective of the French lesson was to peer-assess the homework on verbs ending in ‘er’. Students were involved in a discussion and reflected while correcting their peer’s work under the guidance of the teacher. They were caring and appreciative about their peer’s achievements.
Students learned the verbs ending with ‘ar’ and then recapitulated them to consolidate their understanding. Students framed sentences based on different situations and used more than one subject pronoun to understand the complexity in sentences.
Students also watched a presentation based on Spanish communication which helped them develop their pronunciation.
Link of the presentation:
Buena Gente ( Buena gente)
Students observed and then analyzed the artworks of Georges Seurat and reflected on it through ‘think- puzzle-explore’ routine – what they thought about the artwork, what they wanted to know more about it and how they could explore further.
Each group arranged a still life composition to observe and draw.
Students developed self- management skills (time management) and used appropriate strategies to organize the chosen objects for their composition.
Students learned a new dance routine based on the song “A million dreams” using modern and contemporary movements. Students also researched about dancers Aditi Mangaldas and Akram Khan and identified the learner profile attributes they displayed. Reflecting on their Annual day performance, students also discussed how the sound and light equipment used during the show enhanced their performances – thus integrating their current unit of inquiry with dance, as they discussed the benefits of machines in their lives.
The students created their own music using ‘Soundtrap’ and ‘GarageBand’. They also reflected on their understanding of the unit.
Students recapitulated the tools learned in 123 Design. They used shape tools to build simple machine models like lever, pulley, fulcrum etc. They also learned to add text and change texture of the designed model. Students are enhancing their creative skills while designing various models.
Students understood the DDC (Dewey decimal classification) system. The Dewey decimal system is the way to put books in order by subject. It is the standard way of categorizing books in libraries across the world. The system was created by Melvil Dewey in 1876. Students understood how the DDC plays a vital role in categorizing books and arrangement of varied resources in libraries across the world.
The students started with their new unit on football. They developed their dribbling skills by using their right as well as left foot. Further, they practiced dribbling around and through the cone formations in a zig-zag manner.
Social emotional learning
To enhance their concept of kindness, compassion and resilience, students read the story of Lord Rama and the squirrel. Students read aloud the story and identified the acts of compassion and resilience shown by the characters. They made real life connections by playing a kindness game that entailed listing of three positive traits about any peer in the class. They went on to talk about two positive traits they display as their strengths. This activity developed their understanding of kindness towards self and others and helped internalize the same, both in classroom settings and outside school.
Unit of inquiry
This fortnight saw students inquire about various types of energy transformations.
Students watched a video presentation to understand that energy is not an infinite resource. Students worked in small groups to write an interesting newspaper headline that summed up their understanding of the video. Thus they enhanced their creative thinking skills by capturing the essence in an interesting way. They penned down their understanding post discussion amongst peers while seated in small groups.
Applying their research skills, students used iPads to understand the meaning of renewable and non-renewable sources of energy. They brainstormed finite sources of energy and noted their understanding in their journals.
Students viewed a slide-share presentation to understand how energy converts from one form to another. After recording their understanding students applied their thinking skills and worked in small groups to inquire into the factsheet on SDG 11. They noted the underlined words and wrote meanings to enhance their vocabulary.
Students continued with procedural writing. Some chose to record the steps of creating google forms while others chose to record the steps of pixel art to create simple machines. Students attempted a formative assessment on formal letter writing. They identified prepositions from a passage and noted the same in their journals to reinforce their understanding of the same.
Students continued analyzing word problems for identifying extra / missing information and the intended operation. They participated in an interactive discussion and justified the reason for choosing a particular operation.
Students attempted a summative assessment on number system and basic operations with a bus stop activity. Four stations pertaining to place-value / addition, subtraction, multiplication and division were created at different corners in each classroom. The students moved on a rotational basis from one station to the next. Student choice was thus taken into account as they could determine their own pace and could choose sums from the ‘can try’ sums at each station.
The new concept of factors and multiples, commenced through creation of a ‘fact sheet’ by the students.
In addition to applying their previous knowledge, they also used iPads to research. They displayed their understanding in the form of a graphic organizer of their choice.
They were later provided with an individual cut-out of a ‘number scramble’. They had to choose three examples of a single–digit number, pick and write five multiples for each one of them from the scramble.
Students discussed the role of machines in daily life and wrote their understanding of the same, thus enhancing their writing and thinking skills. They honed their reading and communication skills by reading a Hindi newspaper, discussed new words and the news from the daily.
Students watched the video Happy Prince to enhance their listening skills.
They discussed the importance of the festival of Deepawali and how it is celebrated in homes.
Students practiced the verbs and made sentences verbally to improve their pronunciation and speaking skills. Students tried to communicate with each other using the conjugations of different verbs and vocabulary of adjectives that helped them to frame sentences easily to communicate effectively.
The students continued integrating with the unit of inquiry on machines. As they had already researched the role of artificial intelligence in creating music, they now debated on the ethics of using artificial intelligence and other apps to create music.
Students continue working on their folk-art painting. They self-assessed their work through a check-list and reflected on their work based on the criteria given to them.
Students worked on 123D design to explore the concept of 3D modelling. They learned how to merge and subtract different shapes to create a new shape. They also explored the option of converting 2D shapes into 3D shapes.
Students exchanged their books and shared stories from books read by them in the previous week. A discussion about ‘World Food Day’ which is celebrated worldwide on 16th October, reasons for its celebration and how each person can contribute through ‘zero food wastage’ policy made interesting discussion.
This year Food and Agriculture Organization of United Nations (FAO) theme is to help everyone make ‘healthy eating’ and ‘Zero Hunger’ a way of life and sustainable diets that can be afforded and accessed by everyone. Students were apprised about the same.
Social Emotional Learning
Students engaged in a whole class discussion about the meaning of kindness. They made real-life connections by enlisting acts of kindness that they had performed thereby identifying situations when they or their peers behaved kindly towards each other.
In addition to kindness they also used their dictionary skills to find the meaning of compassion and resilience.
They expressed their views about the different emotions and feelings that they experience when they are faced with challenges and performance pressure and recognized the importance of being resilient in their lives.
Unit of inquiry
Students continued to inquire into the fascinating world of machines. They enhanced their knowledge of simple and complex machines with a real life example of a bicycle. Students collaborated and observed the bicycle and engaged in discussions to understand the various simple machines that together make the bicycle a complex machine. Students went on to connect ideas between function and energy behind all machines. They watched a video on force to understand how every machine needs a pull/push to function.
Students analysed how a manual vegetable chopper works and examined the role of force in its function. They went on to examine kinds of energy that exist around them by using the iPads for research. Students discovered that there are various types of energies namely solar, chemical, kinetic, potential, heat, sound, mechanical to name a few. They are currently researching into the features and uses of these types.
Following links have been viewed
Students were introduced to poetry writing. Students went on to annotate poetry ‘The Machine’ on the basis of structure, form, feeling, imagery and theme. Students acquainted themselves with haiku poetry by discussing how preservation of nature is central. They viewed a link to understand the essentials of haiku poetry and noted the same in their journals.
Students are currently writing haiku poems.
Research skills (Media / Information Literacy) in Math lessons were applied as the students enquired about subtraction as being the inverse of addition in aspects of meaning, related vocabulary and carryover vs. borrowing. They presented their findings in form of a T – chart.
Continuing with the reinforcement of multiplication and division, they solved multiplication sums by applying estimation. They compared the actual and estimated products to find out how estimation affects the solution.
They also revised the division vocabulary and solved division sums for a stronger understanding. Taking a cue from estimation applied before, they solved a few sums by rounding off the dividend or the divisor to calculate the estimated quotient and remainder.
The students displayed their thinking skills (application) while solving mixed word problems by using the visual thinking strategy ‘Claim-Support-Reflect’ to present their understanding in their journals.
Students displayed the learner profile attribute of being principled while reflecting upon their success criteria with respect to the operation of long division.
In order to enhance their writing and thinking skills, students learned the format of formal letter writing and practiced the same. They read the poem ‘tum ladaki ho’ and wrote the meaning of the poem in their own words. They spoke about the pros and cons of living in a particular type of government and honed their communication skills. They wrote their understanding about ‘jal sanrakshan’(Water conservation) through a VTR ‘KWL chart (I know, I wonder, I learned)’ related to the theme of ‘sustainability’.
Students read the story ‘Totaa’ to enhance their reading. To develop their listening skills they watched a video ‘Happy prince’. They undertook a jungle activity where they cut and pasted picture of animals and birds and wrote their names.
Students were introduced to the ‘ar’ ending regular verbs and their conjugations. Students made sentences based on the verbs and used them in different situations to become comfortable in their use.
Students also practiced the use of more than one subject pronoun to understand the complexity of the sentence. This activity made them inquire about the vocabulary and the sentence formation, which helped them use their thinking and self-management skills.
The objective of French lesson was to self-assess the homework on recapitulation of the concept of ‘ER ending verbs.’ It encouraged learner involvement and participation as students discussed and becamereflective by correcting their own work under the supervision of the facilitator. They developed their thinking skills by applying their prior knowledge.
Students have started working on building their 3D models related to machines. They have done some research work on 3D shapes and practiced on 123D design.
Students researched on the contribution of artificial intelligence in music production by referring to the following link:
They discussed their findings and then debated on whether or not it is ethical to use machines and artificial intelligence to create music.
Students learned about the diversity in the works created by dancers like Aditi Mangaldas and Akram Khan in modern contexts. Students also identified the learner profile attributes possessed by these dancers.
Students are in the process of completing their choice based folk art using its key elements in mixed media. Those who completed their artwork reflected on their folk-art painting.
Students celebrated the birthday of Author Michel Morpurgo who was an English book author, poet, playwright best known for children’s novels such as War Horse. Michael Morpurgo became the third Children’s Laureate, from 2003 to 2005.
Students learned more about the books written by the author through the poster displayed in the library and read a few of his works.
Students continued with their unit on Swimming. Students did a drill workout in different strokes like freestyle, backstroke and breaststroke to improve their stroke execution and technique. The pool has closed for the season and lessons will resume in March 2020.
Unit of inquiry
Students continued their inquiry on the influence of governance on society. Learners brainstormed the pros and cons of various systems of government and shared their understanding through a compare-contrast chart. They viewed links on TED Talks by their peers and co-constructed the criteria for an effective TED Talk. Students went on to share their views and opinions on a chosen form of government too. This enhanced their self-confidence and aided in improving communication skills. Using De Bono’s thinking hats (Green hat) students thought about a new government system that would incorporate the advantages from different government systems. Students went on to explain the functioning and laws of this new form of governance thereby enhancing their critical thinking skills. Learners viewed links to understand forms of rural and urban administration with respect to the host country, India.
Students commenced their new unit on Machines through a group activity. Each group scanned QR codes placed at various strategic locations. They solved simple riddles that revealed answers linked to different types of simple machines. After some brainstorming and intra-group discussions, students came up with the names of these machines. This led to the awareness about the new unit they would begin inquiring shortly. After a brief reflection on the learner profile attributes that were displayed during this activity, students created their own definition of a machine. Students displayed their knowledge through the use of various PowerPoint presentations, role-plays and posters.
Students investigated the essentials of essay writing by making comparisons with speeches. They co-constructed the key points of an essay and used a compare-contrast chart to highlight the differences. Students also read samples and noted the main elements of the same. This familiarized them with the different types of essays – persuasive, descriptive and narrative. Learners referred to the checklist and wrote their first draft of an essay using a graphic organiser.
Students reflected on the novel, Oliver Twist, using a thinking routine. They listed three important words that drive the story, two sentences (using similes) that capture the essence, and one emotional reaction to the story. This enhanced their critical and creative thinking skills and students were able to articulate their understanding effectively. Use of figurative language and transition words was initiated through a class activity. The same was noted on an X chart for reference.
Students were introduced to poems through a class activity wherein each group had to pen down a few lines based on the poem station they manned. The groups shared their poems which helped to list the types and elements of poetry. This enhanced their thinking and social skills. Students made a flowchart on the same and reflected on the activity using see-think-wonder strategy. Students analysed the poem, ‘The Road Not Taken ‘ by Robert Frost and used an organiser to highlight the use of poetic devices, rhyme scheme, similes, metaphors, alliterations etc. They went on to justify their thoughts about the poem by noting the same in the journals.
Hindi – Standard
In order to enhance their writing and thinking skills students discussed and wrote questions & answers after reading the story ‘abhyaas kaa mahttv’. They discussed and wrote about ‘jal sanrakshan’ (Water conservation) through a think-pair & share related to the theme of ‘sustainability’. On the occasion of ‘Hindi Diwas’, they visited various grades to encourage students to conserve water and to use it efficiently. They enhanced their speaking skills by talking about different forms of governments.
Hindi – abinito
To enhance their reading skills, they read the story ‘Gadhaa aur dhobee’.To enhance their writing they wrote ‘e’ ki maatraa wale shabd. They also completed a spell bee. To develop their listening skills they watched the story ‘Eemaandar lakadhara’.They celebrated ‘Hindi diwas’ by sharing simple ideas on water conservation with students from Grades 1 and 2.
Learning in math sessions continued with a compare and contrast between addition and multiplication, using a Venn Diagram.
They solved word problems on addition by estimating the addends and comparing the actual versus estimated sum. They used their thinking skillsto analyse how the skill of reasonable estimation can be useful in real life.
Students learned different strategies of multiplying numbers) – Area model and Lattice method.
During class discussions, students also provided inputs as to which strategy would be better suited to calculate the product in different cases.
Students also analysed the content of a word problem to identify extra information, missing information and the operation required to solve it.
It led to meaningful discussions where students interpreted the information and sought clarification to their queries.
Students attempted a formative assessment on the concepts of addition and multiplication, by way of answering riddles, in a Tic-Tac-Toe format. They were excited to choose the answer from the choices provided, and were quick with their calculations. This activity provided them the challenge of identifying the correct answer within the stipulated time.
Students created a word problem related to addition on their own and showed the solution, which provided them with an opportunity to gain self- awareness towards their learning.
Learners were assessed on their prior knowledge of introducing themselves through ‘Rocket Writing’ strategywherein they had to write about themselves in 5 minutes. They developed their time management skills by completing the work on time and showcased social skills by sharing their knowledge with their peers.
A ‘Jeu de role’ (role play) gave them an opportunity to converse in French with their peers, hence enhancing their communication skills. They became knowledgeable by learning new phrases and demonstrated being reflective by correcting their errors after receiving feedback from the facilitator.
The objective of the French lesson was to self-assess the homework on recapitulation of grammar and vocabulary. It encouraged learner involvement and participation as they discussed and became reflective by correcting their work under the supervision of the teacher. They developed their thinking skills to apply their knowledge.
The objective of the French lesson was to integrate the current unit on governments and enhance understanding about the government system prevalent in France.
Learners were given a comprehension text to read and understand collaboratively hence enhancing their social skills (supporting and respecting others) in a given time frame which allowed them to develop theirthinking (application) and self- management skills(time management). They listed and translated the new words, hence acquiring new knowledge. With the help of question starters, they framed the questions collaboratively. Later, they drew comparisons and similarities between the government system of France and India using a Venn diagram.
Students learned the question forms and the manner to respond to the same in Spanish using descriptive adjectives. They were then given a task to describe their friends using poster making.
Students made posters in Spanish
which helped them to describe their friends and peers differently and more
effectively with correct vocabulary words.
This activity helped them to develop their thinking and self-management skills.
working on Microsoft Excel to develop data processing skills. Students learned to
use various tools such as sorting, formatting text, adding a border to cell,
increasing and decreasing column width and row height. They created pie charts
and column charts based on the data tables. They used formulas to multiply, add,
divide and subtract. They learned about conditional formatting. Students are being
encouraged to practice working on Excel at home.
Students had a discussion on the role of government in promoting performing arts. In addition students researched about the role of the government in promoting performing arts through a set of guiding questions. Later, they sorted this information using suitable graphic organizers.
Students integrated with the unit of inquiry and learned about SPIC MACAY- what it is, when did it start, and what it does. The students then reflected on their understanding and created their own rhythmic patterns on the bongos.
Students planned and created a layout of their chosen folk art based on its elements. Many used a reference image to create their folk art. Students are in the process of creating their final artwork using mixed media while learning the skill of balancing two different mediums of art.
Students continued with their unit on swimming and were given workout in 25 meters and 50 meters categories using different strokes like freestyle, backstroke and breaststroke to improve their endurance and speed.
Social – emotional learning
Students were sensitized to become aware of their thoughts and feelings by viewing the link. They made connections to positive and negative thought processes and realized how focussing on the positive will help them maintain a balance in their lives. Through another link, students viewed how the character in the video ignores his ‘inner voice’ that leads to grave mistakes on his part. This helped to establish the importance of the conscience and how negative thoughts can create distractions. Students expressed their understanding by making masks and using the iPad to create music.
Students continued on their learning journey to know more about types of governments. Students were divided into groups to conduct a detailed research into the branches of government – legislative, executive and judiciary. They worked in groups to collate their research findings into a poster. They also debated why they felt their branch was the most important of the government. They collaborated to identify the parameters and the tools that would be used for a formative assessment. They also created the assessment rubric. This process demonstrated how students took ownership of their learning process. They were assessed for their social, research skills (PROCESS) and communication skills. (PRODUCT)
Students learned about the rights and responsibilities of an Indian citizen and correlated these with what they felt were their rights and responsibilities as students of DPSI. They went on to learn about fundamental rights and duties of an Indian citizen. They were also able to identify violation of fundamental rights using examples and case studies. Students voiced their opinions individually to share five most important rights and duties of an Indian citizen using a priority pyramid / avocado model.
They read fact sheets about forms of government other than democracy. They were divided into groups and chose to conduct an in-depth research about any one form of government. They collected information and gained understanding about functioning of the government, rights and responsibilities of citizens. They also critically analysed the pros and cons of the chosen government system and presented their findings using a medium of their choice.
Students continued their research about the Victorian era by watching relevant videos. They noted down their questions and thoughts and tried to apply their new learning by sorting and connecting ideas. Students understood features of formal letter writing through a PowerPoint presentation. A checklist for formal letter writing was created after discussion and the same was noted in journals. Importance of the correct use of punctuation marks and capitalization was reinforced through an anchor chart and group activity. Students took a paragraph dictation – which enhanced their listening skills and helped assess their knowledge of punctuation. Students reinforced the usage of punctuation by playing online games.
https://www.proprofs.com/quiz-school/quizshow.php?title=punctuation-quiz&q=1 (online quiz on punctuation)
During Math sessions, students continued with their learning of Indian and International Place Value Systems encompassing number names and addition of numbers. They made real life connections, wherein they undertook guided research about populations of two countries and the number of primary and secondary schools in India. They also practised rounding off to different places – like tens, hundreds, thousands, lakhs etc. Students’ voice and choice was evident when they drafted a rough plan for a Math Game on the concepts covered. Students attempted an assessment on the concepts of place value, ordering, comparison and addition of multi-digit numbers.
During Hindi classes, students read a poem ‘raajaa ne aadesh diyaa’ to understand the system and laws prevalent in a monarchy. To enhance their thinking and writing skills, they wrote the meaning of the poem. Students discussed and wrote the fundamental rights of an Indian citizen. They read the story ‘abhyaas kaa mahattva’ and attempted a listen & answer activity. They celebrated the Hindu festival ‘Janmashtami’ to mark the birthday of Lord Krishna. They listened to various stories related to the life journey of Lord Krishna. They discussed the characteristics of Lord Krishna and related them to the learner profile attributes.
Students self-assessed the homework on recapitulation of grammar and vocabulary. This encouraged student involvement and participation as they discussed and reflected by correcting their own work under the supervision of the teacher.
Students learned descriptive adjectives in Spanish, which helped them to describe others’ effectively. Moreover, students individually tried to present their friends using suitable adjectives, while speaking about their likes and dislikes. This activity helped them to develop their thinking and self-management skills.
The students were introduced to note values and understood how notes of different values can be put together to form a rhythm. The students then created their own rhythmic patterns and took turns to play them on the bongos.
The students also practised singing ‘In This Moment’ https://youtu.be/d2V4AGaxLf4
Students learned the different stage positions used by a choreographer. They also explored the differences and similarities between the roles of a dancer, choreographer and the offstage crew.
In an effort to integrate with their unit on “Government”, students discussed the role of government in supporting Indian art and crafts. Students got a glimpse of a few crafts of our country through a presentation on ‘traditional arts and crafts of India’. They analyzed and discussed different folk art and chose a folk art of their interest to recreate. Students reflected on the creative process in their unit of inquiry journal.
Displaying the learner profile attribute of being principled, many students researched their chosen folk art to gain knowledge on the same.
Students learned about google forms as a primary source of information and created google forms based on the questions they wanted to inquire about from the current unit. They shared these forms with their form tutor and PYP coordinator. For secondary research, students explored Twitter as a social media tool for information. They worked using hashtag #aadhaar, #digitalindia, #UIDAI. Parents are encouraged to help children practice creating google forms under their supervision at home. Students explored a few tools on the Microsoft Excel software to enhance their understanding.
Students continued with their unit on swimming. An inter house swimming meet was held on August 29,2019. Students were shortlisted after trials to participate in various categories like freestyle, backstroke, relay. The event helped generate a healthy competitive spirit among students as they cheered for their respective houses.
During the week, students visited the library and exchanged books. In addition, they enjoyed reading from magazines like National Geographic, Champak and Primary Plus. Each student browsed two to three types of magazine. Students also had a discussion about the difference between a magazine and a regular book and the frequency of publication of magazines namely weekly, fortnightly, monthly, bimonthly, quarterly or yearly.
Students discussed in groups and performed role plays on situations that highlighted their feelings. They also spoke individually about their personal feelings like happiness, sadness, and loneliness in given situations. This encouraged them to be mindful thereby helping them in connecting to their inner selves.
Unit of Inquiry
Students were introduced to the first unit on government which is one of the ways we organize ourselves as a society. The students were divided into 3 groups where they were made to experience a different form of governance – democracy, dictatorship, monarchy. Students returned to their classes to share their experience with their peers. Students shared their prior knowledge about different types of governments using a graphic organizer of their choice. They were then divided into groups and explored the form, the functions and the responsibilities of a government in a democratic setup. The school senate elections were a wonderful opportunity for them to get real life experience about how a government is formed. They got the opportunity to listen to canvassing speeches, understand campaigning and make informed choices prior to casting their votes for their preferred candidates.
The new session for Math lessons commenced with development of self-awareness on the part of students, wherein they reflected upon what Math meant to them, what their favorite topics were, their strong points and methods for expression of a mathematical concept.
As the initial week was about ‘Learning to learn‘, students cited examples of real life connections related to Math and supported it with suitable illustrations undertaken as a group activity. They were shown videos on growth mindset(links below) and engaged in meaningful discussions about how a growth mindset would enable them to learn Math concepts in a more constructive manner. They used the ‘Chalk and Talk’ strategy to display their perspective on the same.
Growth mindset videos:
The students took ownership of their learning by framing essential agreements. Student-voice was evident when they co-constructed a Central Idea related to the concept of number systems.
Students expressed their prior knowledge about large numbers and thereafter reinforced the Indian and International Place Value systems of writing numerals. They also enjoyed solving riddle-based questions and sums on addition of multi-digit numbers in Math sessions.
The week started with students reading biographies of Winston Churchill, Nelson Mandela, Mahatma Gandhi, and Abraham Lincoln who represent one house colour for each child at school. They shared their understanding with the class and noted the key issues that each leader had committed to. This encouraged the students to be knowledgeable and principled as they realized how each leader had a set of guiding principles in their life. A class discussion was held to determine the important features of making effective speeches after watching a video on pertinent current affairs issues.
Students revisited types of sentences and demonstrated their understanding by highlighting the same in newspaper articles. Students were introduced to Cornell’s note-taking and the same was used while viewing the video ‘The tortoise and the hare.’ This enhanced their writing skills and helped collate the key points of the story. Life in the 19th century was discussed as a prelude to the novel, Oliver Twist. They enhanced their listening skills by listening to a poem ‘For Government to be fair!’ by Eric Cockrell.
https://www.youtube.com/watch?v=HBh8XgW1p3Y (The hare and the Tortoise)
|http://www.silentwords.com/politics.html https://www.youtube.com/watch?v=1NHIVFNGQX8 https://www.youtube.com/watch?v=d1I6ljzaY9k|
For their Hindi classes, students read different stories and discussed learner profiles. In order to enhance their listening, speaking, writing and comprehension skills they watched videos, discussed different types of governments (राजशाही,लोकतंत्र, तानाशाही ) and wrote about the rights of a citizen living under that particular form of government. They also wrote the advantages and disadvantages of living in a country with a particular type of government.
To enhance their reading, they read Hindi story ‘Billee ke bachche’. To enhance their writing, they wrote few words from ‘ba’,’sa’,’na’,’la’ akshar. They listened to a Hindi story ‘Sair’ and concluded it.
Students expressed their prior knowledge of introductions through ‘Rocket Writing’ strategywherein they had to write about themselves in 5 minutes. They developed their time management skills by completing the work on time and their social skills by sharing their knowledge with their peers. A ‘Jeu de role’ (role play) gave them an opportunity to converse in French with their peers, hence enhancing their communication skills. They became knowledgeable by learning new phrases and reflective by correcting their errors after receiving feedback from the facilitator.
Students learned the question forms of introduction in Spanish. They understood the interrogative words and their application while framing questions in Spanish, keeping in mind the formal and informal manner of speech. All the possible ways of asking the name, age, place and favorite things amongst first, second and third person in Spanish were explained to 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 and the values and attitudes they would like to display in the art
room. While introducing the central idea, ‘governments facilitate the
functioning of society’, students discussed the role of government in reviving
and promoting Indian art and craft. Students are in the process of
inquiring, researching and gaining an understanding of different forms of folk
Duringdance classes, students understood the differences between performing art and visual art through a Y chart organizer. They also learned the different stage positions used in the choreographic process.
In musiclessons, students learned the different note values and clapped along a rhythmic pattern consisting of various note values. They also did some vocal exercises and sang “Maa Tujhe Salaam” by A.R. Rahman.
During ICT lessons, students brainstormed on prior knowledge about research and how they have utilized research skills in their Unit of inquiry. They identified primary and secondary research through a list of sources. They spoke about the difference between primary and secondary research. To have better clarity on research skills, they were given a design challenge and were asked to create a research plan on the same. Students analyzed the design statement and prepared a list of keywords. From those keywords, students prepared a few research questions and identified the sources from which they may get authentic information. They performed secondary research using websites. To evaluate the credibility of the websites, they found out about the origin and purpose of the websites.
The students started with their new unit on Swimming. Students were introduced to the basic skills in swimming such as freestyle and backstroke and practiced breadth wise. They were also briefed about the safety rules to be followed during swimming class.
Students were given a brief overview of the rearrangement of the library. The last week marked the birthday of bestselling fiction author ‘Enid Blyton’. According to UNESCO, Enid Blyton is the most translated children’s author in the world having sold more than 600 million books.
The children were given a brief introduction about the author and the popular series written by her – Noddy, Famous Five, The secret seven, Amelia Jane, Malory Towers and The faraway tree. Few children also borrowed books from her collection.