1. TEACHING FOR UNDERSTANDING PLANNER Grade : 2
Planning Web How will they know -
* Content based Unit : Logical / Scientific / Language / Humanities Month : January Duration : 6 Weeks
Buddy 2010-11 * Reflections
(Guided Inquiries)
BA Understanding Goal : What understanding do I want my children to develop ?
Pre-assessment
Building Awareness of Audio Tour Guided ‘How can a Zoo speak to it’s children’?
* Evidence
ex of Audio Tour * Checkpoints
Developing Understanding of site - --> Individual 4 (How do you make a space /place child friendly)
Prototying the solution --> Group 2
Script
First Draft WHY
Committees Documentation
Rakesh has to look at the key moments Purpose : Why am I teaching this unit ?
Permission
Parent Participation I P Gautam ( Neena ) The client project offers great opportunity for my grade 2 students to see the
value in real life of the skills they learn at school. the ‘zoo’ offers an additional
Car pooling for visits --> ‘bonus’ as children of this age love animals.
small & big groups Audio Tour
UG
Timeline WHY
Public Scrutiny
6 week Hindi What will they know / understand / apply :
(Wildlife Connection) Link end to the expert Vocabulary / Dates/Facts Skills Watch out for these misconceptions
- habitat
(wildlife connection) animal Peer Scrutiny - sanctuary/zoo
name - extinction
- taxonomy /sorted Classification
habitat compare / contrast - adaptations
- kankaria zoo facts
January - ( four weeks of inquiry parts of
- adaptation
+ 2 weeks of production body Launch the product - wild /domestic
- endangered
Expert - extinct
Dhun Karkaria
WHAT
Language Interpersonal
Resources I will need : Sundarvan — Heritage Walk
Math / Logical Science Creative Thinking Visits :
- skills
-Budget -Classification - poster on taxonomy - group dynamics Zoo / Gandhi Ashram (audio tour)
-press -appreciation of self
- mapping -Adaptation - Signage Books :
coverage and others Professional input : zoo keeper / Dhun Karkaria /
- sponsorship - Extinction -visual maps
- interview -feedback strategies
- script - sound scape Esther David
Lab :
Site Seeing :
Windsor Safari
Intra personal Kanhe - planet earth
Thinking Throughlines: Film: Born Free
- Self
Should animals be caged?
HOW
- Reflection
- Choice How would you like to be caged?

2. UG Guided Inquires ( how will I develop understanding ) Performance of Understanding (DI) What authentic experience / client project / public scrutiny will the children have opportunities for :
HOOK 1. Visit to Zoo / Dhun Karkaria Process Product
Purpose : To kick off the essential questions and to anim Will use these skills for a client project - developing child friendly signage for the
Observe als -powerpoint
help link to UG Kankaria Zoo.
Recognise -guided ppt
Describe ce ----Our solution will include an Audio Tour --Hindi / Gujarati ( Language Specific)
– I will be repeating the visits through the unit for spa
specific goals - skills / attitudes
Reflection
Individual answer the questions
Do my questions :
QUESTIONS
reflection 1 2
Pre Assessment Group Individual Evidence 1. Is the zoo an interesting place / space?
Establish Goals : 2. “ What makes a place /space interesting for children”
Process Product
2. VISIT – purpose to help children articulate and
identify what are the elements that make a place Compare /contrast ---->Venn Diagram Explore / guide the issue :
3. What is the one thing that you want to add / change so that
interesting for them. get them to identify the words
that they associate with “interesting” Word Splash ----> Vocabulary box the zoo becomes a place you would like to go back to?
Elicit an answer :
4. How are the animals ‘sorted’ in the zoo. Is there any special rule?
3. Refer BA & do CAF & FIP BA ---> Reflection ---> 3 Q IDEATION
CHALLENGE AN ASSUMPTION :
Reflection 5. Why do we need zoos?
Awaken thought / Force Reflection : 6. Should animals be caged?
Group Individual Evidence/Checkpoint
7. What does being”FREE’ mean to you?
Process Product
4. Visit- Gandhi Ashram —
Compare /contrast ---->Dramatization
purpose to show possible solution to make a place
Word Splash ----> Vocabulary box
Performances of Understanding cum EVIDENCE options: POU AND EVIDENCE
interesting. Process Product
BA --->First draft of script Remember Understand Apply Analyse Evaluate Create Chat Shows
-----GI - 2 groups experiences th space with and
* Compile all written work so far Apply Apprise Worksheets
without the audio tour to see the difference Predict Classify What if
Reflection Label Defend Change Compare Plan Sound scapes
Examine
Locate Relate Solve Reccommend Hypothesise Video’s
Survey
Group Individual Evidence/Checkpoint Memorise Generalise Draw Critique Role-Play Charts
PAUSE / HOW WILL THEY KNOW THEY KNOW Distinguish
Recognise Infer Choose Assess Design Develop Factfiles
Process Product Investigate
5. Background Knowledge – Recite Compare Model Infer Solve Add to Create Quizzes
Purpose--To develop understanding of the Classification ------> Fact File (I) State Report Weigh Scripts
Summarise Categorise Organise
animals / classification / adaptation/ extinction to Labeling------> Charts (E) Draw Extend Classify Criticise Produce Music outputs
Compare
include in script. Hindi Q.4 Definition----->Sound scape (G) Write Match Collect Subdivide Judge Combine PPT’s
Awareness of Kankaria Zoo Match ------> Hindi & English (I) Describe Transform Dramatise Debate Modify Symposiums
Take apart
Buddy with Grade 4 for reaffirm Define Illustrate Paint Argue Substitute Workshops
Seperate
authenticity Listen Express Sketch Decide Propose Mentoring
Teacher Tip: Introduce”Credibility” Reflection Contrast
Observe Paraphrase Show Consider Imagine Puppet Shows
Point Out
Change Make Select Relate Predict Lyrics/poems
CHALLENGE QUESTION Group Individual Evidence/Checkpoint
Prepare Select Lesson Plans
6. Expert Intervention– Dhun Karkaria Process Product
feedback -signage
Purpose--Scruting & further guidance ( repeat 3 -interview
times through the unit) designing Did my PLANNING help students develop understanding in ways they would not have REFLECTION
creating -script
CAR - Esther David – to be inspired by Rueben -articles ‘BEFORE’ this unit :
David’s story planning
budgeting Culmination - Little Book
Committees -posters
MAKING OF Permissions prototyping -budgets
Actual Planning Reflection -letters 1
Group Individual Evidence/Checkpoint
Have I accounted for : Differentiated instruction prototyping
PUBLIC SCRUTINY
with TKD
Enough Group and Individual performances Pause check points Feedback and
Connections within and outside the domain Multiple Entry Points Teaching as LearningRachana

3. 2010-11
SKILL STAND ALONE PLANNER
Grade : KS 2/3 Month : Year Long Skill : Summarization Sessions: Ongoing
Relevance of learning this skill :
Summarization is a skill that makes visible “understanding”. It reveals the takeaways
once the student is able to filter all that he /she has encountered during the session / day /
year.
Guided Inquires ( how will I develop the skill ) Performance of Understanding
HOOK TV Reporter 2 Process Product
Purpose :
1. To make visible the need to choose wisely, and paraphrase
need (relevance) of summarization. /summarization TV Report
- Hand over a written report on a “breaking news (word limit)
story” and tell them they have a 1 minute shoot on
TV. Let them prepare.
- Suddenly pose them a challenge - news spot for
only 30 seconds as an earthquake has occured. Group Individual Evidence
2. Summarization through different media / Process Product
to how context out of domain. -recipe (G)
-illustration (1)
Summarization -Headline (G/1)
Choice -Packing for purpose
-Headlines (1)
Group Individual Evidence/Checkpoint
3. Thinking routines towards summarization (Closing Process Product
the loop) -Birthday Party
1. Make visible how ‘FIP ( First Important Thing) is a Summarization- -Travel
technique of summarization.( KS1 DeBono ) Select Choice
3. Thinking routines towards summarization (Closing
the loop)
1. Make visible how ‘FIP ( First Important Thing) is a
technique of summarization.( KS1 DeBono )
PAUSE / HOW WILL THEY KNOW THEY KNOW Group Individual Evidence/Checkpoint
Process Product
3. In Domain - Show relevance of ‘Note Taking’ -
how listening with senses helps your writing for
purpose ( specific to ). Note Taking (Summarization
Domain)
Group Individual Evidence/Checkpoint
Have I accounted for : Differentiated instruction PUBLIC SCRUTINY
Enough Group and Individual performances Pause check points Feedback
Connections within and outside the domain Multiple Entry Points Teaching as Learning

4. 2010-11
NOTE TAKING
Grade : ______ Month :_________________Beacon/Subject : _______________________________
What was the session about ( my takeaway ) :
MIND MAP
NEW VOCABULARY CONNECTIONS

5. 2010-11
NOTE TAKING
SUMMARIZE THE SESSION
ILLUSTRATE THE ESSENCE
WRITE A HEADLINE REFLECTION - DID THIS ENTRY POINT HELP ME

6. 2010-11
CITIZENSHIP PLANNER
CAUSE : ________________________________PARTNER____________________________GRADE___________
Your rational for the choice:
Partner’s Needs :
By the end of the year.... GOAL - being the change
Skills Attitudes
OUTCOMES- being changed
HOOK - How will I get my children engaged wih the cause. How will they see the relevance.
( visit, movie, story, inspirational talk, TED, authentic experience - like going hungry, statistics, hard hitting video, TPE......)
Questions to help children see the relevance :
1. Awaken thought / force reflection :
2. Explore the issue / cause :
3. Challenge an assumption :
Performance of Understanding - Student reflection and action points ( individual and group )
Can children see that they are not helpless - and they can BE the change

7. ACTION PLAN - IMPLEMENTATION “How will I sustain the engagement”?
Timeline /Number of Interventions / Visits / Skill development opportunities / Grouping of children
IMPORTANT - Reflection / Process Diary
July August September October
December January February MARCH - CULMINATION
ACTION PLAN - VISIBILITY – Parent involvement / School community / Documentation
July August September October
December January February MARCH - CULMINATION
Term 1 Reflection : Term 2 Reflection :

8. 2010-11 HOOK - How will I get my children engaged wih the cause. How will they see the relevance.
CITIZENSHIP PLANNER ( visit, movie, story, inspirational talk, TED, authentic experience - like going hungry, statistics, hard hitting video, TPE......)
1. Force Reflection through hard hitting video — ‘a la carte’
MIND MAP ( How will include transdisciplinary opportunities ) GRADE : 4 2. Revisit the cause of Akshaya Patra through the citizenship movie of Grade 3
Visit / survey / car pooling /
pitching / volunteer Surveys / stock / statistics
Parent Partnership (visual graph) Questions to help children see the relevance :
Language beacon L M Thinking 1. Awaken thought / force reflection : What bothers you about the ‘video’? (Group discussion)
$
* Pitching 2. Explore the issue / cause : How many children go hungry everyday?
* writing Another School How does food affect learning?
* Reflecting
*Street Play( Hindi) Akshaya Patra Public / Buddy We have food – Why do we have to worry about others?
3. Challenge an assumption :
Group / national
Inter / Intra personal Creative Thinking
Stop / Start / Continue *poster Performance of Understanding - Student reflection and action points ( individual and group )
Scientific Thinking Individual - RAFT
* kid section in Group ( Glad / Mad / Sad
Author structure
Nutritional Growth --Nutritional Chart website
Grade 6 Akshay Letter
* Make Visible the
Resources : (Send this after the Action Plan) Evidence / emotion /
targets
Year Plan
$
Site Seeing : Transparent “patra” Can children see that they are not helpless - and they can BE the change
(fish bowl)
ACTION PLAN - IMPLEMENTATION ( to be done with children) “How will I sustain the engagement”?
CAUSE : Hunger / Education PARTNER Akshay Patra GRADE 4 Timeline /Number of Interventions / Visits / Skill development opportunities / Grouping of children
Your rational for the choice: Hunger is a basic physiological need, without which life is
affected in every which way for hunger can degrade man to the utmost. No country
can survive this human resource wastage. And a hungry child is a very poor
reflection of a nation’s responsibility.
Partner’s Needs :
By the end of the year.... (Minimum) GOAL - being the change
--> National
--> 4 schools
--> 4 corporate
--> “x” no of children
Skills Areas of Study Attitudes
OUTCOMES- being changed
Math --> money / measurement / graphs /
estimation *Compassion * Thankfulness
English --> RAFT * Engagement * Competent
Hindi --> Core Skills * Persistence ( not helpless)
Science --> Body Systems / Nutrition IMPORTANT - Reflection / Process Diary
(follow up)
Technology --> Corel / Photoshop / PPTs

9. ACTION PLAN - VISIBILITY – IMPLEMENTATION
BE THE CHANGE PROGRAMME - TEACHER REFLECTION
July August September October
-Hook
-Action Plan
- Survey NAME : Kiran Bir Sethi GRADE 4 DATE 23 /6/ 2010
- PPT Presentation
to Akshaya Patra (Street Play) 1. What cause is close to your heart? What stirs you?
Inequity of any kind
ACTION PLAN - VISIBILITY – Parent involvement / School community / Documentation
2. Have you been involved with any NGO / cause in the past? If yes, what has been
July August September October the nature of your intervention - monetary / time / in kind....other.
-Parent Visit while -Assembly -Assembly
children pitching to (Collection Drive - Started aproch & TKD - involvement in /of all kinds
Akshaya Patra and targets)
- Street Play
Term 1 Reflection : PARTNER REFLECTION : 3. Who is your ‘role model’ - what traits do you admire of the person/s?
Gandhiji / Geet / Raag / Jazz
*Persistence /ethical *abundance
*Will power -unbiased * Courage
4. Who is your ‘tormentor’ - what traits would you like to avoid/not have?
ACTION PLAN - VISIBILITY – IMPLEMENTATION – That myself is ‘balanced’ — I need to inculcate
December January February MARCH - CULMINATION
5. Which movie has inspired you / left an impact ( positive / negative ) to take action /
or get involved with a cause....
-Rocky / Dumbo
ACTION PLAN - VISIBILITY – Parent involvement / School community / Documentation
December January February MARCH - CULMINATION 6. What ‘quote’ are you inspired by?
‘Be the change you want to see in the world’
7. What 3 words would you like your spouse/ friends / peers and children to say
‘about’ you?
* She did ‘good’ - and she did it well
Term 2 Reflection : PARTNER REFLECTION :l * She was not afraid.
* She will be missed.
8. ‘Live a life that matters’ - what does this mean for you?
* Stop complaining * Stop passing the buck
* Make another’s life less difficult