Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Verbal
Perspective
Non-verbal
Feelings
Genre
Character
Fable
Plot
Myth
Setting
Legend
Problem
Fairytale
Solution
Folk tale
Related concepts:
We will guide the inquiry and ensure the students grasp the concept
of the following lines of inquiry:
Values
Belief
Images
Teacher questions:
How can we tell our stories? (Tell me the story, dance the story, draw
me the story, painting to music, act the story. Who do you want to
pretend to be?)
How are these stories different or the same?
How does this story make you feel?
How does the character feel?
What is the main idea in this story?
What can we learn from this story?
Beginning
Middle
End
Fluency
Communication
Social Skills:
Thinking skills:
Communications skills:
Self-management skills:
Research skills:
Attitudes Focus:
Curiosity: Being curious about the nature of learning, about the world, its people and cultures.
Enthusiasm: Enjoying learning and willingly putting the effort into the process.
Respect: Respecting themselves, others and the world around them.
Summative assessment:
The Students will share a story with the class through any method of their
choice, e.g. orally, reading, puppetry, dance, mime, through pictures, music etc. The story should have a simple plot.
The students will explain why they decided on their particular method of communicating their story.
In addition to our Unit of Inquiry we also have content standards in language and math which we will be focusing
on. We have listed them below, both so you can stay informed and to enable you to encourage learning at home.
Language
Reading
Writing
Add drawings or other visual displays to descriptions as desired to provide additional detail.
Understand and use question words (interrogatives (e.g., who, what, when, where, why, how).
Explore a variety of digital tools to produce and publish writing, including collaboration with peers.
Respond to questions and suggestions from peers and add details to strengthen writing as needed.
Capitalize the first word in a sentence and the pronoun I.
Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the
order in which they occurred, and provide a reaction to what happened.
Count to answer how many? questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10
things in a scattered configuration, given a number from 1 to 20, count out that many objects.
Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
Identify and describe 2d and 3d shapes, and distinguish between the two.
Decompose numbers less than or equal to 10 into pairs in more than one way, eg using objects or drawings, and record each decomposition
by a drawing or equation (eg. 5 = 2 + 3).
Compose and decompose numbers from 11-19 into ten ones and some further ones, eg. By using objects or drawings, and record each composition or decomposition by drawing or equation, such as 18 = 10 + 8.
Model shapes in the world by building shapes from components, for example sticks and clay balls, and drawing shapes.
Make sense of problems and persevere in solving them.
Attend to precision.
Social Studies
Identify stories about events, people, places or situations, and explain the main idea in these stories.
Identify regional folk stories and the ways in which stories are told in different cultures.
Explain the main ideas in stories and how they make us feel.
We look forward to your co-operation and support for your child through this unit. Please let us know if you have
any questions regarding this unit.
Thank you,
The KG2 Team
Select the most suitable forms of visual presentation enhances our ability to express ideas and images.
Produce different effects using various visual techniques and use to present different types of information from an art work.
Activities/Projects/Connections:
Print making
Connection to How we express ourselves UOI: Form- types of creative expression. PerspectiveHow our creativity is inspired. Reflection- How we respond to art.
Music
Learning Objectives: In Unit 5 the students will be able to:
Demonstrate and perform several tempi and dynamics changes vocally or instrumentally.
Activities/Projects/Connections:
perform, read and write rhythmic and melodic note patterns that include various note values and
rests
Performing rhythmic patterns and ostinati on tuned percussion instruments like Boomwhackers and
Xylophones/Glockenspiels
Connection to How we express ourselves UOI: Perspective- How music evokes different feelings in
us.
PE
Learning Objectives: In Unit 5 the students will be able to:
Understand that we can manipulate our body in different ways to help us move through the water.
Develop their performance across different swimming strokes by practicing and working on basic
drills.
Activities/Projects/Connections: