The Key Questions Which Will Drive the Inquiry

Theme: How We Express Ourselves /

PYP PLANNER

Unit Title: Silent Sounds /
Focus: Art, Drama, Music
Discipline(s) to receive the major emphasis.
Level: Grade 1 / Proposed duration:
4 weeks
Teacher(s): Sarah Thomas, Cambina Dean
School: German European School of Singapore

Stage 6: To what extent did we achieve our purpose?
To what extent: were the purposes fulfilled; was the unit relevant, engaging, challenging and significant; were the resources adequate; were the concepts, skills and attitudes address
There was a lot more that could have been done with this unit, that didn’t happen. I think that was due to the fact that it was the first unit of the year, and so many systems were being put into place, that in-depth work was relegated to the back burner.
However, the aspects of the unit that we did do were very successful. The kids were marvellous at finding evidence of non-verbal communication around the school, both highly engaged in the activity, and very able to grasp the related concepts. They were equally adept at discussing and describing the signs, and did some very interesting work making their own signs.
The progression from “feelings” charades, to recording feelings in photographs, in drawings and in short stories also worked very well. When we got to watch the silent movies, the children followed the stories very easily, and didn’t find the medium strange. Their own “freeze frame” acting, for which we used Aesop’s Fables (short, snappy and highly visual stories, so a good match), worked very well, because they had made the conceptual progression.
The next time I do this unit, however, I will delve more deeply into a wider variety of reasons and means of non-verbal communication, such as physical handicaps. We didn’t discuss that at all.
I would also like to draw some explicit links to the Learner Profile and/or attitudes, through this unit.
Finally, the final assessment was not done in the manner planned. Yes, the children worked with different media to express non-verbal messages (drawings, collage, and mime), and they explored gestures, facial expressions, pictures and symbols, but the experiences were not formalized to the point that they “performed” for their peers, who then “decoded” and evaluated their work. Parts of this process were at work informally only. I’m not sure that is a mistake however, as I feel that my class would not have been ready for such a formal approach. I do feel that they satisfactorily revealed their understandings through the informal discussion and individual work, instead. As far as the resources went, we need to connect to and perhaps make a field trip to meet sight/hearing/movement impaired people, and learn about their ways to communicate. And more books, of course!
Stage 2: What resources will we use?
People, places, audio-visual materials, related literature, music, art, computer software etc.
· signs around school and around Singapore
· facial expressions (photos)
· field trips: stamp museum (contains some history of communication)
· visit from a mime/clown
· videos: Charlie Chaplin, Mr. Bean
Stage 1: What is our purpose?
A concise description of the central idea to be addressed and the scope of the inquiry
a) Central idea: Messages can be communicated without words.
b) An inquiry into:
- the different ways we communicate without words
- the different reasons we communicate without words
- how cultural differences affect non-verbal communication

Stage 3: What do we want to learn?

The key questions which will drive the inquiry.

Form
What is it like? / 1
Function
How does it work? / 1 / 3
Causation
Why is it the way it is? / 2
Change
How does it change?
Connection
How is it connected to other things?
Perspective
What are the points of view?
Responsibility
What is our responsibility?
Reflection
How do we know? / 3
Teacher Questions:
1. How do people communicate without words?
2. Why do people communicate without words?
3. How can a story be told without words?
Student Questions:
/ 1E:
Where is the bell? Who rings it?
Stage 4: How best will we learn?
Teacher and/or student designed activities which will address the key questions.
Explore feelings as they are expressed through gestures and facial expressions:
§ Play ”feeling” charades
§ Discuss photos of facial expressions
§ Draw facial expressions using photos
§ Draw pictures to show what causes feelings: I feel … happy/sad/proud/disappointed/
embarrassed/angry/surprised when…
Explore stories as they are expressed though gestures and facial expressions:
§ Watch and discuss silent films: retell stories, and discuss actor’s techniques
§ Retell stories using pictures (comic-book format)
§ Work in small groups to present “3 freeze-frame tableaux” of stories using story cards or own ideas
Explore messages through symbols and images:
§ Look at and interpret signs around school and around Singapore
§ Discuss key elements of effective signs: colour, shape, image
§ Design own signs and symbols to communicate a message
Subject Links:
Music tells a story: Peter and the Wolf
ICT: Design signs using a drawing program
Math:
Discuss how symbols + - = communicate messages
Graphing using pictures
Stage 5: How will we know what we have learned?
The strategies which will be used to assess learning.
Students work in pairs to present a message or story either through gestures and facial expressions OR using graphic images and symbols OR using pictures.
Student self-assessment:
Students choose a piece of work for their portfolios.
Peer assessment: Class “decodes” and interprets messages, as described above; criteria for success are discussed in advance
How will we take action?
How the students will demonstrate their ability to choose, act and reflect.