central idea People can create or manipulate messages to target specific audiences.

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1 Planning the inquiry 1. What is our purpose? To inquire into the following: How we express ourselves transdisciplinary theme: (subjects: writing, reading, humanities) How We Express Ourselves: An inquiry into the ways 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. central idea People can create or manipulate messages to target specific audiences. 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? Task: Criteria: Assessment Tool: Scholars will create an advertisement (poster, brochure, prerecorded 30 second commercial, song, or letter) to convince settlers to come to live in Texas. Advertisement must include the following: A specific audience for whom they are writing. A clear persuasive message or theme Begin working in class on summative assessment during ELA Nov. 30 Dec. 10. On Friday, December 11, begin sending s about scholars who have not turned it in. See below on pg. 5. Class/grade: 4th Age group: 9-10 School: School code: Title: Express Yourself! Teacher(s): Garbriell Jones, Rodney Johnson, Sara Lininger, Morgan Mcgee Date: November 2- December 17, 2015 Proposed duration: number of hours-70 over number of weeks-6 2. What do we want to learn? What are the key concepts (form, function, causation, change, connection, perspective, and responsibility, reflection) to be emphasized within this inquiry? Key Concepts: Function, Perspective, Reflection Related Concepts: Media, advertising, propaganda, interpretation, communication What lines of inquiry will define the scope of the inquiry into the central idea? How images, text, and music are used to influence behavior of target audiences Critical evaluation of messages presented in the media How people respond to messages What teacher questions/provocations will drive these inquiries? Teacher Questions: How does the music you listen to or movies you watch affect your behavior? How has our society targeted you as an audience? How do you respond to what you see or hear in the media? Provocation(s): Teachers to combine classes and do a skit about a movie trailer, Super Bowl commercial, or car commercial that the teacher is excited about. Teachers to ask what the teacher might have liked about it. What did scholars like about it? (Monday, Nov. 2, 2015)

2 Planning the inquiry 3. How might we know what we have learned? 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? Ask scholars to discuss their favorite commercial, why they like it, and what message they believe is being sent to them through that commercial. (Monday, Nov. 2 after provocation) Create a KWLHLAQ chart about the media. (Wednesday, Nov. 11, 2015) What I know, what I want to know, how do I find out, what action will I take, what did I learn, and what new questions do I have now. What are the possible ways of assessing student learning in the context of the lines of inquiry? What evidence will we look for? 4. How best might we learn? 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? Facilitating student inquiry: Scholars will write personal narratives/expository compositions to express themselves and their opinions with their unique voice. (Writing) Scholars will evaluate books from Patricia Polacco and discuss what message she is trying to send to what target audience. (Reading) Scholars will determine the theme of text in poetry, novels, and personal narratives. (Reading) Writing when discussing voice in writing, scholars will identify their topic, audience, purpose and describe the message they are trying to send to a specific target audience for their compositions. (Various dates between Nov. 2 Dec. 17) Reading Scholars will identify the themes and marketing techniques that authors communicate to different audiences. (Nov. 2 Dec. 17) Science Scholars will watch a weather report and think about how the report influences viewers and their plans. (Nov. 2 Dec. 17) 5. What resources need to be gathered? What people, places, audio visual materials, related literature, music, art, computer software, etc, will be available? People: Performers, Professionals Literature: Assorted poetry, novel study How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry? Wonder wall, IB Wall, turn and talks Community members or school faculty will be come to give a presentation to the scholars (CMO contacted Oct. 28, Jake Kurz will be coming Nov. 17). What opportunities will occur for transdisciplinary skills development and for the development of the attributes of the learner profile? Transdisciplinary Skills: Communication skills, Social skills, Thinking skills Learner Profile attributes: Knowledgeable, Thinkers, Principled Attitudes: Creativity, Confidence, Enthusiasm

3 Reflecting on the inquiry 6. To what extent did we achieve our purpose? 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. Scholars considered target audience (college age, parents, people looking for adventure). When Mr. Kurz came, he dove deep into the visuals and auditory techniques of commercials. 7. To what extent did we include the elements of the PYP? What were the learning experiences that enabled students to: 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. 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. Advertisements are short and sweet. Scholars need more knowledge about slogans, logos, and enticing visuals as a persuasive technique. Dive deeper into the history of why people wanted to come to Texas. Brainstorm first before beginning actual final project. What was the evidence that connections were made between the central idea and the transdisciplinary theme? Connections made to real life advertisements. Connections to social studies history of Cabeza de Vaca and the Old 300. Connections to writing using expository composition format and process. Key Concepts Key Concepts focus: Function, Perspective, Reflection Reflect on ads they have watched, focus on target audience Transdisciplinary Skills Trans. Skills focus: Communication skills, Social skills, Thinking skills Listening to guest speaker, taking notes, asking questions Learner Profile/Attitudes LP/Attitudes focus: Knowledgeable, Thinkers, Principled Being principled as they work in groups/individuals

4 Reflecting on the inquiry 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. How does the music you listen to or movies you watch affect your behavior? We looked at commercials and ads online primarily. How has our society targeted you as an audience? Commercials can be selling the same product to multiple audiences. We had a discussion about video games and how they are marketed towards kids and how prescription drugs might be targeted towards a different demographic. How do you respond to what you see or hear in the media tv, radio, internet? It makes the viewer ask their parents, do favors/extra chores. This was especially topical because of the holiday season. How do you convey the value of your thoughts or beliefs? When conveying things that are really important, scholars talked about what kind of words would evoke emotions to convince a reader. 9. Teacher notes Project sign up to vary the assessment product. Scholars products are not quality. We talked about making connections to self. Connect unit to unit and tie it to the content that we are already doing. At this point teachers should go back to box 2 What do we want to learn? and highlight the teacher questions/provocations that were most effective in driving the inquiries. 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. This is an area of growth. We need to make it a priority to keep track of as we go through future units. Scholars had to think about how to hook their audience on their summative assessment.

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