Unit of Inquiry
Students observed various advertisements and the different marketing techniques used to persuade the target audience. They brainstormed on the role of media in defining beauty. Certain advertisements with social messages were shown to students and they expressed their understanding of the same.
They were assessed on their persuasion skills as they advertised a few products.
During English lessons, students were introduced to onomatopoeia through a video and listed the onomatopoeic words. They read poems related to onomatopoeia for better clarity. They also discussed the various sections a newspaper is divided into and understood their purpose. The Unit of Inquiry was integrated with the English lessons where students attempted a listening comprehension based on a radio advertisement.
Students continued reinforcing the concepts of number systems – understanding of large numbers in the Indian and International number systems, expanded form of numbers, rounding off numbers to different places. Students expressed their understanding of these concepts through a tic-tac-toe formative assessment. This strategy integrated student choice in the assessment as they could choose a particular row/column/diagonal for the sums they wanted to attempt.
Students were introduced to the game of Sudoku – a logic based, number-placement puzzle. The objective was to fill a 9×9 grid with digits such that each column, each row, and each of the nine 3×3 subgrids . Some benefits of doing a Sudoku are understood to be- improvement in memory, stimulation of the mind, reduction in the chances of developing Alzheimers by keeping the brain active. The strategy of solving a Sudoku was explained and students enjoyed completing a Sudoku in class.
Some links were shown to introduce the students to Sudoku
Students then expressed their prior knowledge about the operations of addition and multiplication and articulated their confidence about these operations.
To enhance their listening and speaking students discussd ‘Sanchaar ke saadhan’. To enhance their viewing skills they watched a video ‘Smart phone se bachchon ko nuksaan’
Students wrote about ‘Mobile/internet ke prabhaav avam dusprabhaav’. The students also read hindi kavita ‘Akhbaar’.
(4A)During their Hindi ab-initio classes, students revised all maatraaswhile engaging in different activities. They also read a short story to enhance their reading skills.
(4 B,C, D)
Grade 4-ab-initio (D,C,B )
During their Hindi lessons, students watched a video ‘हाइडी कीकहानी’ https://www.youtube.com/watch?v=5Jj5MNBtIME.They attempted ‘Listen and tell’ and a visual imagery activity. They enhanced their thinking and communication skills by retelling a story.
Students wrote a reflection about the story and revisited all the maatraas with the help of sentences.
Students created questions from the responses they received about the topic ‘introduction’. They practised the role play with their peers, hence enhancing their communication and social skills. The role-play videos were later peer-assessed. This task helped them develop the attribute of being ‘knowledgeable’ as they learnt how to formulate questions and were reflective after receiving feedback from their peers and facilitator.
Students learned to frame questions while using the different interrogative words in Spanish. This concept enabled them to ask questions and present to others efficiently. The activity made them more communicative in the langauge. Students really could use their thinking, social and self-management skills while asking a question to their peers about their preferences.
Students were introduced to Microsoft Publisher, which is a graphic design application. Its emphasis lies more on page layout and design and less on word composition and formatting. The publisher provides easy-to-use and less expensive publishing options and is ideal for creating logos, business cards, branded calendars, brochures, pamphlets and newsletters. Students are learning pamphlet and brochure making by adding pictures, shapes, arranging and aligning text in a blank page. They are using built-in templates which help in making the software auser-friendly tool. Students displayed their creativity while making a pamphlet to advertise the product of their own choice where they used a variety of tools available in Publisher.
Connecting to print media, students discussed and reflected on various elements required to create a print advertisement. Elements like visuals, graphics, brand, logo, typography, tag lines, catchy slogans, and target audience were discussed. Students wrote their understanding of the elements in their UOI journal. Students are in the process of creating a product design.
Dance lessons focused on development of kicks and back bend walk where students practiced different combinations of kicks and
backbend walkovers. Students understood the difference between performing arts and visual art during a discussion. They also got an insight into the different stage positions used in choreography.
The students clapped various note values. They also created their own grooves and played them on the bongos.
The students continued practising swimming. Students were briefed about the upcoming inter-house swimming meet. Studentsparticipated in an intra-class events like 25 metre freestyle and 25 metrebackstroke .
The world humanitarian day is observed every year on August 19. This day is observed annually to pay tribute to the humanitarian aid workers who endanger their lives for service and the aim is to rally support for the people affected by crises across the world.
It is also dedicated to all the women who involve themselves in every aspect of crisis response.
The day was marked in the library with a discussion about the countries that are currently in need of humanitarian aid. Students were shown a poster that displayed the reason for celebrating this day and some suggestions on what they could do to contribute to this day by helping someone in need or even feeding a poor person.
During the second session, children were given booklets made of recycled paper which had three blank faces on them. After listening to various situations, they had to identify and draw emotions showcased in the story thereby enabling them to identify and become aware of emotions.