Under the third line of inquiry, “How to share stories,” students went ahead and wrote stories with rhyming words, which was accompanied by a musical score in the background ,given by their Music Teacher, Mr. Rohit.
They were shown a short biography on the smart panel and asked to enumerate several elements of a biography. Facilitators helped them understand what a timeline is and why is it important to state events in a chronological order when writing a biography.
Going further into the line of inquiry, students were divided into groups and asked to create stories using toys as props for the tale. They were shown videos of various forms of storytelling- puppet shows, dance, role play etc.
In Art, students discussed the visual elements, dialogue box and layout of the comic strips. They learnt to plan the story and main character of the comic strip.
During ICT lessons, students created stories using an app “Vittle” which is used to create audio visual stories.
For English, students enhanced their comprehension skills and understood the usage of the words like many, much, some and few. They wrote the meaning of homophones and their examples in their process journals.
In Math classes, students tuned into capacity by watching a video on “Pigs in the pantry.” They observed the difference between volume and capacity through an activity. Students practiced real life word problems related to weight and capacity in their process journals. They were assessed on their knowledge of application of measurements to the immediate surroundings and real life situations by a formative assessment.
For English, students enhanced their comprehension skills and understood the usage of the words like many, much, some and few. They wrote the meaning of homophones and their examples in their process journals.
In Math classes, students tuned into capacity by watching a video on “Pigs in the pantry.” They observed the difference between volume and capacity through an activity. Students practiced real life word problems related to weight and capacity in their process journals. They were assessed on their knowledge of application of measurements to the immediate surroundings and real life situations by a formative assessment.
Prior knowledge of time was assessed followed by a class discussion about types of clocks, a.m, p.m ,hour hand ,minute hand etc . Students learnt to read time and represent the digital time using an analog clock. They also learnt to represent time in half past and quarter past. They learnt time conversions and practiced sums based on it.
Students learnt extended vocabulary for various body parts in French and attempted a Formative Assessment.
For lessons in Spanish language, students recapped the vocabulary related to parts of body and a Formative Assessment was conducted.
During P.E. classes, students practiced forehand and backhand shots in the game of Badminton. They participated in a rally with their partners.
Students are learning elements of Jazz like jazz walk, buzz stop, pencil and attitude turns for dance lessons.
Students learnt extended vocabulary for various body parts in French and attempted a Formative Assessment.
For lessons in Spanish language, students recapped the vocabulary related to parts of body and a Formative Assessment was conducted.
During P.E. classes, students practiced forehand and backhand shots in the game of Badminton. They participated in a rally with their partners.
Students are learning elements of Jazz like jazz walk, buzz stop, pencil and attitude turns for dance lessons.