Class/Grade: Prekinder
1. What is our purpose?
Age Group: 4-5 Years
To inquire into the following:
• Transdisciplinary Theme
School: Colegio Colombo Británico
How we express ourselves: An inquiry into the ways in which we discover and
express ideas, feelings, nature, culture, beliefs and values; the ways in which we
reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.
•
PYP Planner
School Code: 700202
Title: Let’s Play Pretend
Year: 2009 -2010
Central Idea
People can demonstrate feeling and emotions in many different ways
Summative Assessment Task(s):
What are the possible ways of assessing students’ understanding of the
central idea?
What evidence, including student-initiated actions, will we look for?
Teachers: Fernando Arce, María Alejandra Ossa, Edinson Ramirez,Pilar Clavijo,María
Fernanda Romero, Claudia Ayerbe, Magdalena Quiñonez, Laura Restrepo, Flor Herrera,
Yvonne Munoz, Ana María de la Torre, William Osorio, Martha Helena Duque, Juan
Guillermo Velásquez, ,Fabio Ortega, Amparo de Gómez, Angela Duque y Margarita
Franco
Proposed Duration:
hours over 66
Strategy: Performance assessment
weeks 6
Prompt: Escoge una emoción/sentimiento. Di cómo se llama. Busca 2 ó 3 maneras
diferentes de expresarlo y explica cómo afecta a los demás cada una de ellas, es
decir, cómo se sentirían frente a éstas.
2. What do we want to learn?
Tool: Rubric
Criteria: related to enduring understandings:
What lines of inquiry will define the scope of the inquiry into the central idea?
-It is important to learn to recognize and name feelings and emotions
-The same emotion/feeling can be expressed in different ways
-The way I express my feelings and emotions affects others
Criteria
Different forms of expressions
Diferentes formas de expresión
Effect on others
Efecto en los demás
3 or more
2
1
No expresa
3 or more
2
1
No expresa
Grade
A
B
C
D
What are the key concepts to be emphasized within this inquiry?

FUNCTION (Demonstration)

Different feelings and emotions: amazed, proud, excited

How people demonstrate feelings and emotions
What teacher questions/provocations will drive these inquiries?
Teacher Questions:
. How do I feel when I play?
. How do I feel when the teacher calls my attention?
. Which are emotions and feelings?
. How can we express our feelings and emotions?
. What happen to others when we express or demonstrate those feelings and emotions?
. Are the emotions and feelings good or bad?
. What happen to our bodies when we feel an emotion or feeling?
. Does everybody feel and react in the same way?
Provocation:
Created: Prekinder Team
Latest Revision: 11/20/08

Provocation in the main auditorium with some PK teachers acting as different
characters whom will demonstrate different feelings in different situations in the
context of a Circus. After the presentation teachers will talk to the children about
what they think is the new unit about.

Faces with different expressions will be hanged out around the classes; the
purpose of this is to encourage informal conversations among children and
teachers about the new unit.
Printed 7/28/17
3. How might we know what we have learned?
4. How best might we learn?
This column should be used in conjunction with “How best might we learn?”
What are the possible ways of assessing students’ prior knowledge and skills? What
evidence will we look for?
Knowledge:
Teacher will Interview children using the following question: ¿Qué emociones o sentimiento
conoces y cómo los demuestras?
Strategy: open ended task
Tool: anecdotal record
Skills:
-Resolving conflicts: teachers will “create” problematic situations related to toys or games in
stations in order that children have to solve them to play. Teachers will observe and no
interventions will take place unless an aggressive situation appears in the group
Strategy: observation
Tool: anecdotal record
-Observing: in experience with research teacher, children will be asked to observe an object.
-Non verbal communication: mimic game in half groups
Strategy: Open ended task
Tool: Check list with space to write observations
What are the possible ways of assessing student learning in the context of the lines
of inquiry? What evidence will we look for?

Different feelings and emotions: Using flashcards with different feelings: Happy(feliz),
sad(triste), cross(enojado), scared(asustado), surprised(sorprendido), shy(tímido).
Tool: Check list: A:7 or more
Strategy: Selected response

B:6
C:4 ó 5
D:3 or more
RESEARCH ON:
Feeling and emotions:
-Spanish teachers will work the feelings with the book______________ and will show the
grimace with the flash cards of real faces.
-Classroom teachers will work the feelings in English:

They will invite children to go to the library and ask the librarian about books related
to the topic. (Janeth the librarian wil have prepared in advance book, magazines for
them to explore).

Reading of the book “How do I feel today”
How people can demonstrate feelings and emotions:
-Send a homework about how parent and children demonstrate their feelings and emotions.
INTERVIEWS:
-Children will go around the school interviewing different people about hhow they
demonstrate their feelings and emotions, it means what they do when they feel: sad, cross,
scared, etc.
FIELD TRIP:
To Cali Teatro, to see a performance called: “La escuelita de Oscar Gruñón”
EXPERIMENTS AND HANDS ON ACTIVITIES:
-Expression emotions games
The little red hen story
How people demonstrate feelings and emotions: Ask children how people can
demonstrate different feelings and emotions: grimace(caras), cry(llanto), smile(sonrisa),
laugh(riendo), tantrum(pataleta ), jumping(saltando), hitting(golpeando),
pushing(empujando), scream(gritando), singing(cantando), painting(pintando),
writing(escribiendo).
- Ask children three new ways people can demonstrate feelings and emotions
Tool: Interview (definir A(how many) B C D )
“Wee sing songs” (video)
Stories related to fantasy: “La selva loca”, “El día de campo de don Chancho”.
Videos: National Geographic documents, kids’ movies.
Christmas play song: work with its content and movements.
Interview with mothers who participated in the Halloween show.
What opportunities will occur for transdisciplinary skills development and for the
development of the attributes of the learner profile?
Strategy:
5. What resources need to be gathered?
What people, places, audio-visual materials, related literature, music, art, computer
software, etc. will be available?
Alexander Marulanda and teachers involved in provocation: Circus presentation.
Books related to feelings and emotions: Big book: How do I feel today?
Created: Prekinder Team
What are the learning experiences suggested by the teacher and/or students to
encourage the students to engage with the inquiries and address the driving
questions?
Latest Revision: 11/20/08
Transdisciplinary Skills:
COMMUNICATION:
Non Verbal: L2: kinesthetic communication
-Mimic games
-Speaking: L1: express logical and clear ideas
RESEARCH:
-Observing: different hands on experiences with all senses
SELF-MANAGEMENT:
-Fine Motor Skills
Printed 7/28/17
Costumes, masks, elements from drama corner in each class.
How will the classroom environment, local environment, and/or the community be
used to facilitate the inquiry?
Faces with different expressions of feelings hanged out around the class.
SOCIAL:
-Resolving conflicts: listening carefully to others and accepting responsibility appropriately
Learner Profile:
Attributes:
Risk Taker: The Little engine that could, Franklin en el teatro
Communicator: Percy’s New whistle
Attitudes:
Confidence: Feeling confident in their ability as learners, having the courage to take risks,
applying what they have learned and making appropriate decisions and choices. (Se muestra
seguro de sí mismo en sus habilidades y al hacer uso de las mismas, igualmente se arriesgan a
mostrar lo recientemente aprendido).
Creativity: Being creative and imaginative in their thinking and in their approach to problems
and dilemmas. (Explora otras maneras de hacer las cosas. Piensa en diversas formas de solucionar
cualquier situación. Emplea diferentes estrategias para hacer el trabajo. Le agrada variar. Propone
cosas nuevas y diferentes. Imprime un estilo propio en las actividades propuestas).
Created: Prekinder Team
Latest Revision: 11/20/08
Printed 7/28/17
6. To what extend did we achieve our purpose?
7. To what extent did we include the elements of the PYP?
Assess the outcome of the inquiry by providing evidence of students’
understanding of the central idea. The reflections of all teachers involved in the
planning and teaching of the inquiry should be included.
What were the learning experiences that enabled students to:
Children can represent a character with joy and enthusiasm, without fears.
They in general, show confidence and they are doing it in every moment.
Specially during free play time

develop an understanding of the concepts identified in “What do we want to learn?”

demonstrate the learning and application of particular transdisciplinary skills?

develop particular attributes of the learner profile and/or attitudes?
In each case, explain your selection
Fantasy: We thought it’s not appropriate, however Spanish class worked
trough stories
Expression: Classroom environment, puppet activities, role playing activities
and drama classes
The provocation in the Dome with Alexander Marulanda: it was an excellent
How you could improve on the assessment task(s) so that you would have a more
accurate picture of each student’s understanding of the central idea.
. We have to have in mind in the rubric the concepts and try to do it more
crearly.
. Provide more materials for the performance assessment like: microphone,
puppets, music, make up, etc.
. Re-structure the performance assessment rubric.
experience not only to provoque but also to work later on the concept (expression)
with the children.
. The expression activity by second grade presented to our students
Skills: Puppet show, mimic games and drama classes
Risk Taker and Communicator: with stories, movies, mimic games, drama and
music classes. All these activities let children get used to this vocabulary
What was the evidence that connections were made between the central idea and the
transdisciplinary theme?
. Role play became a theme and it’s necessary make it more general and not only
through role play but with any expression way.
. Daniel Berón (GPK) expressed the central idea from the beginning of the unit
with the First provocation activity.
Created: Prekinder Team
Latest Revision: 11/20/08
Printed 7/28/17
8. What student-initiated inquiries arose from the learning?
Record a range of student-initiated inquiries and student questions and highlight
any that were incorporated into the teaching and learning.
Eventhough making puppets was a learning experience to work on voice, they decided to
explore more about making puppets. They asked for more materials to make different
kind of puppets.
What student–initiated actions arose from the learning?
[Record student-initiated actions taken by individuals or groups showing their ability to
reflect, to choose and to act.
During free play children enjoyed dressing up with costumes and represented different
role plays freely. They also play a lot with puppets, they enjoyed making it.
. Students connected being Risk takers with the Christmas Play, remembering “Franklin
va al teatro”.
9. Teacher notes
. We need to have more inquirer
. The field trip wasn’t the best in terms of communication with drama teacher to
prepare it.
. We need to change the central idea and the concepts
. Have the recuperation week before the report cards
. It´s necessary to have different experiences to assess the concepts and skills
. Have drama classes through the year not only for the unit “Let’s play pretend”
. Ask for the necessary props at the beginning of the year
. Involve more the parents through the units
09-10:
-In RPK the question ¿Qué emociones o sentimiento conoces y cómo los demuestras?
for prior knowledge could not be asked completely because they do not show
understanding of a feeling or emotion is, so with the first part of it was enough to
collect information. According on this, RPK teachers suggest that children first
inquiry with Spanish teachers about feelings, so classroom may continue to
make reference about them in English.
Created: Prekinder Team
Latest Revision: 11/20/08
Printed 7/28/17