2022-23

September 19 – October 1, 2022

Unit of Inquiry

Students reflected upon their learning from the unit under, “How we organize ourselves”, using the visible thinking routine 3-2-1.

A new unit was commenced with the introduction of the transdisciplinary theme: “Who we are”.

Central Idea: Leading a balanced lifestyle helps us stay healthy.

An inquiry into-

  • A balanced lifestyle (Form)
  • Factors that contribute to health (Causation)
  • Choices we can make to keep ourselves healthy (Responsibility)

To tune students into the new unit, a station was set up wherein students observed different objects under the categories of exercise, food, recreation, rest and hygiene  Later, they recalled and shared their observations with peers using the ‘Donut strategy’.

A follow-up activity, “I, ME, MYSELF” was taken up wherein students used the template to depict themselves visually with the help of some guiding questions-

  • What do you like to eat?
  • What are your hobbies?
  • What do you like to do?
  • What makes you happy
  • Which is your favourite place to go on a holiday?

Students were familiarized with the TD theme, ‘Who we are’ and were explained that the unit is about who we are because of what we do (personal, physical, mental, social and spiritual health).

Provocation to the unit was initiated by forming connection to previous knowledge with new learning. Thus, students were encouraged to share their understanding regarding good and bad habits based upon 5 elements (food, hygiene, exercise, rest, and recreation). They observed and sorted objects as per their understanding and explained the criteria of sorting the pictures. They also formed connections to their recent learning during National Nutrition Week. As a follow up activity, students shared their understanding about health on a concept map ’.

English

Introduction to articles, ‘a’ and ‘an’ and the symbol (small light blue coloured triangle) was done through a provocation, wherein the facilitator shared the alphabet with students and they recalled and identified vowels. Thereafter, the facilitator introduced articles, ‘a’ and ‘an’.

They understood the difference between a phrase and a sentence with an activity wherein they first read a certain group of words then later, matched those with another set of words to make meaningful sentences. A follow up activity was taken up they read some jumbled up words and then unjumbled the words to create meaningful sentences. They also highlighted the nouns and articles with appropriate symbols.

Digraphs ‘ch’ and ‘sh’ were revisited wherein students found and circled all the words which began with ‘ch’ and ‘sh’. They also recalled and wrote the words in their journals.

Students attempted a worksheet on reinforcement of nouns, articles and punctuation and capitalization and a period. They also attempted a crossword puzzle with ‘sh’ words.

Math

Students learnt counting backwards with a hands-on activity. They practiced drawing number lines (1to10) and (11to 20) on a graph paper and understood how to use a number line. Their critical thinking skills were honed as they practiced recap of counting backward and comparing numbers with a number line.

Their understanding of number concepts was strengthened with hands-on activities using various manipulatives. Recapitulation of the concept of place value, odd and even, expanded form, comparing numbers and backward counting was taken up.

The concept of estimation was also introduced with the aid of estimation jars. They guessed and recorded their estimation and were introduced to the keywords almost, close to.

Hindi

In their Hindi classes, students revisited ‘i’ swar (इ स्वर). They read sentences and wrote words of the same matra. They watched a story  ‘फूटा घड़ा’ (phoota ghadaa) and to express comprehension they did visual imagery of the same. They recited a poem ‘सभी फलों में सेब है न्यारा’ (sabhi phalon mein seb hai nyara). They read ‘i’ maatra(इ मात्रा) sentences and made pictures of the underlined words.

Art

Students learned different patterns of Mandala art using gird format to understand the scale and proportions. Furthermore, students used the same method to create a mandala art design using their knowledge of the patterns they learned.

PHE

Students explored different sports as well as recreational games in their PE lessons. They actively played Football and Cricket, as well as performed drills which were essential to building speed and endurance. Whereas in skating students were able to refine their stance and did some friendly races among themselves. 

Dance

Students of grade 1 commenced  warmup exercises for mobilizing joints and this was followed by a  small presentation on a jazz dance routine to a song name “hall of fame” in front of peers in house group. Students also performed basic walk across the floor with the music to with improved hand and leg coordination.

Music

Students of grade 1 learned how to create beat and rhythm. They were divided into groups to create five different patterns using different instruments (e.g. Congo, Shakers, Bongo, etc) to show their understanding. They also sang a song named “Ants go marching” in groups.

ICT

During ICT classes, students were made aware about the various input and output devices of the computer/laptop.

Furthermore, they were apprised about the private and personal information, rules to behave online, importance of not sharing information online and identification of secure and insecure websites. 

Library

“Reading without reflecting is like eating without digesting.” – Edmund Burke

The importance of retelling stories is that it allows students to learn to organize and describe events, which enhances reading comprehension. Story retelling provides students an opportunity to analyse stories and build oral language as they acquire related vocabulary.

The five fingers retell approach was introduced to students during library lessons. This was intended to aid students in identifying the five essential elements of a story. The setting, characters, problems, events, and solutions are the five main elements of a story. They were given a visual explanation of the method using an anchor chart. The lessons were  reinforced by reading stories like The Ugly Duckling, The Magic Porridge Pot and Chicken Liken. They were able to retell the story by identifying the elements presented in the story.

SEL

Students were able to feel grateful for little  things in their lives through gratitude jar activity. Gratitude jar is a way to remember all the things, people, or experiences  for which they are thankful. Students had done colouring on a given sheet for what they are grateful for in life. They wrote a word on a slip of paper to thank the most important person in their life and placed in a jar of appreciation. Students appreciated  teachers and helping staff in class and the students could see the happiness on their faces. This is the perfect activity that helped students develop an attitude of gratitude. Expressing gratitude is one of the simplest ways to demonstrate a caring  attitude towards other individuals. Moreover, research shows that expressing gratitude has the added benefit of raising our happiness levels, making us more productive and healthier, especially if we make gratitude a habit.

September 5 – 18, 2022

National Nutrition Week was marked at school from September 1- 7, 2022. The theme for this year celebrated the International Day of Awareness on Food Loss and Waste Reduction.

Students were engaged in weeklong activities that focussed on-

  • Analysing data for areas of food wastage
  • How wastage could be reduced by storing food items in their correct spaces in the fridge
  • Understanding wastage in the journey of food from farm to table
  • Receiving insight into the essential nutrients required for a well-functioning human body 
  • Avoiding over purchase of fruits and vegetables
  • Creation of posters on how to stop wastage of food

Unit of Inquiry

Students explored the functioning of hospitals, banks and hotels and further comprehended how these public institutions meet our needs. To deepen their understanding, they undertook a virtual trip around hospital and a bank and shared their post visit observation using a graphic organiser. Students also shared their understanding about a hospital on a concept map. They observed various pictures related to challenges faced by people at these public places. Furthermore, they used placemat strategy to collectively record their observations.

They were assessed on 1st and 2nd lines of inquiry which entailed their understanding of different public places and the challenges faced there. The ‘Donut Strategy’ was used for assessment and the facilitator used ‘Anecdotes’ as the assessment tool.

As a provocation to library, museum and a hotel, three stations were set up to provoke students. They observed various pictures and talked about their responsibilities and different ways to maintain them. The discussion and activities aided in developing their social skills: interpersonal relationships and social-emotional intelligence.

Students of grades 1 went for a field trip to Grand Hyatt, a 5-star hotel in Gurgaon. The purpose of this visit was to understand the functioning of various departments in a hotel and the challenges these departments face in their day to day working. Students visited some important departments such as housekeeping (laundry and uniforms), kitchen (vegetable chopping section), bakery etc.

English

Students understood and co-created a list of common and proper nouns as they were read stories. In their journals they listed the nouns and put the symbol of a noun above each relevant word.

They delved into few guiding questions like:

  • Can you identify a writing pattern and why is it so?
  • Why are the names of person starting with capital letter?
  • Why are the names of city, country or a specific place is starting with capital letter?

Students played games like sort in the jars, scavenger hunt and matching pairs to recap common and proper nouns. These activities gave students the opportunities to enhance their social skills by working cooperatively in a group.

They used, ‘Arm tapping strategy’, to read sight words. Some of them embarked on framing sentences using words in the story and underlined the blends. Students also participated in an activity called, ‘Sentence Shuffle’ wherein they rearranged words and created meaningful sentences with appropriate punctuation and capitalization.

They also revisited the digraph – ‘sh’ and wrote associated words in their journals.

Math

Reinforcement of the concept of place value and expanded form of numbers was done through various hands-on activities such as base ten blocks and graph paper.

Strengthening their understanding of odd and even numbers through place value strategy and ordering of numbers was undertaken. As an extension of the activity students were given opportunity to connect with real life scenarios with the help of some guiding questions like-

  • Let’s observe today’s date. It is odd or even?
  • Which month is this? Count it in numbers. Is it odd or even?

Students were assessed on number concepts using material. They were assessed using rubric.

Students also practiced writing number names1- 10in their journals.

Hindi

In their Hindi class, students revisited ‘i’ swar (इ स्वर). They enhanced their listening skills by listening to a story and learned ‘i’ matra (इ मात्रा). They wrote words related to the same. They honed their reading skills by reading the same matra words. They celebrated ‘Hindi saptaah’ (हिंदी सप्ताह) to mark the importance of Hindi language (हिंदी भाषा). They played various games like ‘शब्दों की शब्द-सीढ़ी’, ‘तोल-मोल के बोलो’, ‘शब्द-शब्द में नया शब्द बनाओ’ etc and enhanced their thinking and speaking skills.

Art

Understanding the aspect of mental health and well-being, students were introduced to Mandala art. By using graph paper students learned how to draw different patterns of mandala art which enhanced their understanding of design.

ICT

During ICT classes, students created an infographic on a graphic designer tool PicCollage on a public place of their choice. They were introduced to the input and output devices of the computer system. They also reiterated the math concept of number system.

Furthermore, they were introduced to the meaning of private and personal information.

Dance

Students of grade 1 were introduced to 15 Surya Namaskar poses for mobilizing joints and strength This was followed by introduction of a jazz dance routine on a song name “hall of fame”. Students were introduced to basic walk across the floor with the music to improve hand and leg coordination.

Physical Education

Students were introduced to proper positioning and stance for fielding as well as the stance for batting in cricket. Students got familiar with the start position and racing on skates with bending and balancing the body weight in their skating lessons.

Music

Students learned a new song named “She’ll Be Coming Around The Mountains” wherein each sang it individually, later they differentiated between beat and rhythm.

Library

“The more that you read, the more things you will know. The more that you learn, the more places you’ll go.” Dr. Seuss

International Literacy Day was marked during the library session. This annual initiative aims to raise global awareness of the value of literacy. Students in grade 2 participated in the   celebration by listening to the story “A Monster Surprise.”  The story about  animals in the forest, who noticed that their food had gone missing was interesting. They started to accuse each other of stealing.  They were clueless that a monster in the woods had been gathering their food for a secret dinner party, so they were in for a monster surprise.

After listening to the story, students discussed whether the monster was justified in stealing food?

 As an extension, students provided a learner profile and a key feature for the monster. The activity, helped students to develop their vocabulary, fluency and communication skills

Social Emotional Learning

Students shared their thoughts about daily routine. It helped them to understand themselves better as they personalized their individual routine.

Students also brainstormed on how the sleep schedule and bedtime habits affect their performance, emotional well-being, and energy levels during the day. They understood how to maintain a consistent time for waking up and going to bed.

Students wrote a few words related to their morning and after school routine. They learnt many good things from each other like brushing twice a day helps them maintain their oral hygiene. Better health is a result of just a little extra planning. 

Students learned self- management skills as they drew illustrations about their daily schedule (morning – night) as a comic book on an A4 size sheet and how they felt at that hour. They were able to relate with every picture and state whether they were happy, sad, excited, or exhausted.

August 22 – September 3, 2022

Unit of inquiry

Taking their inquiry further, students inquired into public place- supermarket, through a story Going to market

Students recalled their visits to the supermarket and illustrated different sections of the supermarket.

Later, they analysed various picture related to supermarket which took the inquiry forward. Students brainstormed and discussed questions such as:

  1. Why do people visit supermarket?  
  2. Who are the people who work at the supermarket?
  3. Why do we have a different section for different products?
  4. What will happen if things are not arranged properly in the supermarket?

Students came up with challenges faced by different people and shared them using illustrations.

They also inquired about airports. They recalled their previous journey and their visit to an airport. They drew the different sections of the airport that they remembered.

Students were narrated a story- Bessie goes to the airport authored by Alyssa Liang.

Bessie goes to the airport

This gave them insight into different sections and areas at the airport. Students used a concept map and illustrations to share their understanding of airports.

English

Students listened to the storyA day at the park and listed nouns from it. They further created sentences using them.  

They were also read The curious garden  after which they participated in class discussion on the following questions:

  • Who are the people who maintain the garden?
  • What are the different departments involved?
  • What is the importance of a community garden or park?
  • How does it impact the community?
  • What is our responsibility towards community gardens or parks?

The learning engagements helped students to develop critical thinking skills as they synthesized new understandings by finding unique characteristics; they formed relationships and connections with the unit of inquiry on public places.

Math

Reinforcement of number concepts (number sequencing, odd and even numbers, comparison of numbers, and place value) was done through various activities.

They practiced the representation of numbers on a place value mat and abacus. They represented numbers on the abacus.

They chose numbers from a mystery bag and performed various tasks with the chosen numbers.

  • Arranged the numbers in ascending order. 
  • Represent them on an abacus.
  • Write them in expanded form

Hindi

In their Hindi classes, students enhanced their reading skills by reading an ‘aa’ matra(आ मात्रा) poem ‘नाना आए, नाना आए’. They wrote rhyming words from the poem.They honed their writing skills by writing ‘aa’ maatraa words and also read sentences related to ‘aa’ matraa. Students enjoyed listening to a story ‘कबूतर और चींटी'(kabootar aur cheentee) and arranged the pictures in order of sequence from the same story. They honed their speaking skills by retelling the story in their own words. 

ICT

During ICT classes, students learned the importance of infographics in public places. They created infographics on a public place of their choice on the creative tool Pic Collage. They learned to add text, background, and pictures. They also learned to search and download pictures from the internet.

Music

Students learned about beat wherein they played back basic patterns in groups to have a better understanding of beat, later they sang the “Ants go marching” song to improve intonation.

Dance

Students of grade 1 commenced activities for mobilizing joints, strength and balance building exercises and different types of isolation. This was followed by continuation of a freestyle dance routine on a song name Toca Toca. Command game activity – students followed the command given by the teacher and act accordingly. Command words used were drop, stop, jump, crawl. 

Library

Students explored the library’s fiction section and read books of genres featuring mystery and adventure, animal stories, fantasy, folk tales, and non-fiction. They also discussed the essential characteristics of nonfiction and fiction.

Art

Students were introduced to an American pop and graffiti artist Keith Allen Haring. Students observed and made a drawing inspired by his work.  This class engagement helped students to gain knowledge about an international artist and learned about his style of working. 

PE

Students in their PE classes practiced fundamental skills of basketball such as dribbling from right and left hand while moving forward as well as the technique for chest and bounce pass. In their skating lessons students focused their attention on balancing and turning on skates. 

SEL

Students focused on factors that are important for healthy living. The aim of the activity was to understand how they can start organizing themselves. It helped them in completing tasks and how it empowers them to direct their activities and behaviour effectively. Students communicated their thoughts and ideas using oral and written communication. They discussed their morning and afternoon routines. They developed their skills of self-management and self-organisation.

  • August 8 – 18, 2022

    Unit of Inquiry

    Students were tuned into conceptual lens – responsibility with a story where they were apprised of their responsibilities at home and at school.

    They shared their responses to questions like- What does responsibility mean to you? What is your responsibility in the classroom? What is your responsibility at home?

    To understand the central idea students attempted a task where they drew places that they visited during their summer vacation and later sorted pictures under categories of public and private places while giving appropriate reasons.

    Their prior knowledge was assessed with an activity in which they were given real-life scenarios to match with pictures of public or private places.

    As a provocation students went for a school tour to observe different departments like the accounts department, library, music room, office of the head of the school, soccer field, art lab, etc.

    English

    Students continued to learn new blends and wrote words starting with the blends in their process journals.

    They were introduced to the concept of nouns by playing the game- person, place animal, and thing. They were introduced to the geometric symbol a black triangle to denote nouns. Later they sorted words starting with different blends into different categories of name, place, animal, and thing.

    Math

    Students practiced the concept of odd/even numbers, place value, and the ordering of numbers.

    They were introduced to an abacus. They represented numbers on the abacus.

    They chose 5 numbers from a mystery bag and performed various tasks with the chosen numbers.

    • Arranged the numbers in ascending order. 
    • Wrote the biggest number from the given numbers.
    • Wrote one odd number.
    • Wrote the numbers in descending order.
    • Wrote the smallest number.

    Hindi

    In their Hindi classes students honed their reading skills by reading ‘aa’ maatraa (आ मात्रा) words and sentences. They enhanced their writing skills by writing words of the same maatraa. They also did an activity ‘शब्द रचना’ shabd rachna using large moving alphabets. They also enjoyed ‘bingo’ activity based on ‘aa’ maatraa words.

    ICT

    During ICT classes, students were introduced to a creativity app PicCollage. They were introduced to the different elements like adding text, text formatting, adding background and pictures to the design. 

    Dance

    Students were introduced to strength and balance building exercises and different types of isolation which was followed by  continuation of freestyle dance routine on a song name Toca Toca. Students discussed what is flash mob and places we can execute the form,with the assistance of video.

    PHE

    Students of grade 1 were introduced to dribbling, passing, agility, and speed drills in basketball, which they thoroughly enjoyed and picked up quickly. In skating, students are learning to walk and balance on skates.

    Music

    Students of grade 1 learned about beat and its usage in music wherein they all were demonstrated a steady beat pattern and were asked to show the same on the drums.

    Art

    Students learned how to write their names in graffiti style. They completed their work by decorating their names. 

  • Welcome to Grade 1C (2022-23)

    21 July – 5 August 2022

    Learn to learn week

    The onset of the new academic year gave lots of opportunities for students to interact with their peers, establish new bonds and strengthen the existing ones.

    To break the ice and know each other better students shared information about themselves with the 3 2 1 strategy where they shared

    • 3 things that they like about coming to school.
    • 2 books/movies/places they read or watched or visited during the summer break.
    • 1 thing they would wish for if they had a magic wand

    They have narrated stories: Max the Brave and Olivia’s New School. The learner profile traits exhibited by the characters in the stories were later discussed by the students during reflection sessions. Students gave themselves learner profile attributes that they display.

    They participated in a discussion about feelings and the importance of a healthy mind. Following this, they drew pictures of happy and special moments from their lives. Later, they created a memory box/well-being box. They collected their drawings in the box. This activity is an ongoing one. When a student feels the need they take out drawings from the box that make them feel better.

    Basic etiquettes were discussed, and these were reinforced as dining hall/ table etiquettes, classroom, corridor, and washroom etiquettes, handling of classroom material, and journal etiquettes. Later student agency was used to create essential agreements for the class where students agreed to abide by agreements co-constructed by them for the year.

    They were also engaged in a variety of fun-filled activities like Scavenger hunt, Mystery bag, 2 stars and a wish, Who am I, clap patterns, etc. to ensure a smooth transition into their new class routine.

    Unit Of Inquiry:

    Students deconstructed the transdisciplinary theme- How we organize ourselves.

    They began their learning journey with a provocation where they entered a disorganized classroom. They discussed several strategies for organizing the classroom and brainstormed on different ways to organize their immediate surrounding spaces. With this activity, students enhanced their interpersonal relationships and social and emotional intelligence as they listened closely to others’ perspectives.

    Students later improved their research abilities by participating in a read-aloud session of the story titled -A Little spot of Organization by Diana Albert.

    Students were thereafter introduced to the conceptual lens of ‘responsibility’ with the help of guided questions.

    Math:

    Students started with understanding the concept of place value through bundling and grouping, using kidney beans and manipulatives.

    Students explored the relationship between ones and tens by creating their own bars of tens.

    They found answers to provocation questions.

    • How can we represent numbers greater than 9?
    • What is the relationship between tens and ones?
    • How can we represent tens and ones?
    • Why is place value mat necessary?
    • How do we use the place value mat?
    • What do ones and tens represent?

    English:

    Students recapitulated vowels and consonants. They wrote CVC words and made sentences using these words. They also recapitulated sight words. They read story books to enhance their vocabulary.

    Hindi:  

    In their Hindi classes students honed their communication skills by participating in an activity ‘discuss-pair & share’. They learnt about their hobbies, favourite food, colour, story, and place for vacation of their peers and shared it with the rest of the class. They watched a story called ‘cake ka inaam’ (केक का इनाम)  and discussed the characters from the same. They discussed the learner profile ‘caring’. They wrote the first letter of the things and characters from the same story. They revisited the letters(ब, स, न, ल, घ, र, क, म,ह,च,द , व, फ, थ) and wrote words starting with those letters. Students played a ‘bingo’ game of two and three letter words and enhanced their listening skills. They enhanced their reading skills by reading simple sentences.

    Art:

    Students were introduced to essential agreements while working in the art room. Students discussed about international tiger day and made tiger skin texture by tearing and pasting. Further students were introduced to graffiti art or wall art and learners how to write their names in different fonts. 

    P.E.:

    Students in their PE classes were introduced to skating. Dynamic stretching and some fun activities such as modified agility drills with cones markers and hurdles were introduced too. Students also learned static cool down exercises at the end of the class.  

    Dance:

    Students of grade 1 began strength and balance-building drills and different types of isolation exercises that were followed by an introduction to a freestyle dance routine on a song name Toca Toca.  Students discussed about flash mob and where they may be performed.

    Music:

    The students participated in a singing session wherein they sang the “Peace like a river” song with actions in different groups. They also played a fun game to make it more interesting.

    ICT:

    Students began their ICT sessions by setting some essential agreements to be followed during classes. They were introduced to the various parts of the laptop and iPad, identifying how to use them.

    Furthermore, they reiterated the concept of CVC words through an iPad app.

    Library:

    The Taste a Plate activity was performed by first graders, which opened up our library collection to them. At the same time, students were presented with a variety of genres and subgenres available in the library. They did a hands-on activity in the library by arranging the books in the right genre.

    Students extended this activity by learning more about the subgenre named folktales. They listened to the folktale “True friendship” and learned about its characteristics.

    SEL:

    Social-emotional learning is the process of developing the self-awareness, self control and interpersonal skills that are very important for school life. Children start to understand who they are, what they are feeling and what to expect when interacting with others. They enjoyed the class activity with drawing social places and related emotions. Children wrote a few sentences about happy feeling.

  • Welcome to WordPress! This is your first post. Edit or delete it to take the first step in your blogging journey.

Create your website with WordPress.com
Get started