T1+Inquiry+Fairy+Tales+ 

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=** T1 Inquiry- Fairy Tales **=

** PTC 6 7 10 **
Plan ** Riverslea School Inquiry Plan Fairy Tales T1 2016 **
 * ** Fairy Tales **


 * Literacy Focus **
 * (Oral,Written,Reading,Visual) **


 * + ICT/Drama ** || ** Insights – **** What is a Fairy Tale? (Meaning) **
 * What is special about Fairy Tales? **
 * Who writes Fairy Tales? **
 * What do we want to find out about Fairy Tales? **
 * Where have some Fairy Tales been written? (countries) **
 * How do you know if a story is a Fairy Tale? **
 * Why do people like to hear/read Fairy Tales? **
 * Where/Who can help me find out about Fairy Tales? **
 * When were some Fairy Tales written? **
 * Which Fairy Tales do you like best? **
 * What Fairy Tales have a message in them? (What is a message?) **
 * Can I write /retell my own Fairy Tale? ** ||
 * ** Skills (LOs) developed during the inquiry process **
 * Key competenicies- Using language, symbols and text **
 * Participating and Contributing. **


 * At the end of this Inquiry: I will be able to describe what a Fairy Tale is **
 * and retell several of them. ** || ** Concepts (AOs) **
 * Children will be able to: talk about what Fairy Tales are. **
 * : Recognise features about them & be able to retell or write their own **
 * Fairy Tales. **
 * :Inquire about the countries Fairy Tales are written in and the authors. **
 * :Understand and talk about the messages/ morals that are ingrained in **
 * some Fairy Tales. **
 * :Be able to name Fairy Tales and some modern stories that might also be **
 * Fairy Tales. ** ||


 * || **__ Curriculum links __**

Literacy Links Oral language, Written and visual language

ICT/ ipads/ computers Arts- Drama/Visual Numeracy/Literacy eg National Standards

Inquiry eg countries of the world (where Fairy Tales have been written)


 * Examples of Fairy Tales **

-The Three Little Pigs -Goldilocks and the Three Bears -Cinderella -The Wolf and the Seven Kids -Thumbelina -Little Red Riding Hood -The Frog Prince etc ||  ||


 * ** Assessment Rubric Focus area : Understanding **


 * Assessment Rubric Focus area : Questioning **


 * Teacher conference and self assessment ** || ** Goal setting- ( Objectives) **


 * Goal achievement – **
 * Be able to describe what a Fairy Tale is and name several. **


 * Be able to retell or write some Fairy Tales **


 * Be able to explain what the message/moral in the Fairy Tale that they have read or had read to them is. ** ||


 * ** Key Competencies **


 * Relating to others


 * Managing self


 * Participating and contributing


 * Thinking


 * Using languages, symbols and text || ** Visual Maps **


 * Te Ihi Wk 2-3**


 * He Patai Big question /wonderings Wks 2-4**


 * Whaka aroaro ( what can we do now) Wks 4-5**


 * Whakamarama (Enlightened/ research) Wks 6-8**
 * Whai koreo (communicate to peers)**
 * Wk 9**


 * Te Mahi ( action)**
 * Wks -9--onwards)**


 * Aromatawai ( assessment)**


 * Whaiwhakaaro (reflection)** || ** Key Words **

ICT- skype/videos / youtube/google etc Computers ipads self whanau community Books Finger Puppets Literacy-Oral Written Visual Arts-Drama Visual ||
 * Fairy Tales **
 * special (motuhake) **
 * goals **
 * (Kiplings seven servants) **
 * what, how, when where ,which, why,who **
 * De Bonos hats **
 * inquiry **
 * explore **
 * morals **
 * message **
 * retell **
 * countries **
 * authors ** || ** Resources **
 * ** Motivating question/ scenario (Fertile questions) – What will capture our kids? **

Fairy Tales Inquiry T1 2016
 * What can I learn about Fairy Tales? **** _ to be decided through Wonderings. (suggestion Junior question) ** ||

** What we did **
As a school we decided to study Fairy Tales. We decided to focus our planning on
 * What Fairy Tales were/are?
 * How we could relate them to our own lives?
 * As well as what we can learn from them (eg Morals)

** Our Planning **
We did wonderings based on Kiplings 7 servants to help us plan for our Fairy Tales Inquiry. This was so that we could record all our knowledge and ideas and plan what we might do and what we wanted to know and find out. We also looked on google, the search engine, to see if we could find out more about Fairy Tales and obtained 30 books from the National Library as well as the many that I had.

** What I did and what the children did as a result **
I guided the children in this plan of action. They all chose a different Fairy Tale to read every several days and we inquired about each one. We discovered several things about Fairy Tales.eg 1.Many were written in other countries. We looked on the world map to find the countries and compared how far away they were from each other and NZ. We also compared to Scotland (a country we knew about from an ex Student Teacher whom we skyped there and also on another occasion his Dad. We also compared them to Italy, where my son was at the time. We followed my son’s journey on the world map and tried to matching Fairy Tales to the countries by referencing Google. My son had been into visit the students in the classroom end of March before he went overs seas. He has since been to 10 countries. The students are very interested in hearing his texts and seeing the photos. 2. Most Fairy Tales had “Goodies”and “Baddies”. The students loved retelling the Fairy Tales and using gruff voices eg for the Troll and squeaky voices for the Baby Bear in Golidlocks. 3. Most stories had a moral. A hard concept for the tamariki but they could work out in the end what the moral might have been 4. Most Fairy Tales had 3 or 7 in them eg 3 Bears 7 Dwarfs. ( Something I had not realised before)

We also read stories with variations on the story plot eg The wolf that made friends with the 3 Little Pigs and had a pool party at their new house and ate pizza and drank fizzy drink. Also Cindyella who grew up and was friends with the rats who were the coachman when she was younger. We also changed a couple of Nursery Rhymes eg Humpty Dumpty ( scrambled eggs) and Baa Baa Black Sheep ( White sheep) We retold stories in drama and in written form.We did a finger puppet drama of Goldilocks and the 3 Bears both to R2 and R3 and the Preschool (with different students acting the parts each time) We covered a large range of fairy Tales and some unfamiliar ones as well. we had a Fairy Tale (or Spuer Hero) dress up day which was very well supported by the students and Teachers I helped guide the children with ideas when they got stuck.

** Impact of that learning (Evaluation) **
The children learnt to reflect on morals and relate them to things/experiences in their lives. They had experience with questioning by both asking and answering eg wonderings. This showed them that learning has outcomes, not just learning for the sake of new knowledge. They were able to act out, retell and write different Fairy Tales. 2 Students got up in front of the class to retell a Fairy Tale that I hadn’t yet read to them. They had seen it on TV and could explain the sequence of events and what happened to who and why etc. I did not read that Fairy Tale( Peter Pan) until a long time later as they had covered it well. They were proud of their different attempts to retell stories orally and in written form. They all enjoyed the Finger Puppets. Below are photos that show the Wall story in which all the children retold and drew pictures for. Also the finger puppets and the Wonderings on our Inquiry wall.

** Where to next? **
We will continue to read different Fairy Tales as the children really enjoyed them and there are so many. I read the 7 Gnomes a story that not even I had heard of. I bought a book of Grimms Fairy Tales which has 100s in. I would get students to pick a page number and read the story on that page (or just before if it started then) We will continue to use the different finger puppets I have to do drama. Also continue to get the students to retell the stories orally, in written form or on the ipads eg Book Creator or Puppet Pals. We will reflect on the morals of the Fairy Tales and discuss them, relating them to our lives, in class and the school values of Aroha, Kaha and Mana We will continue to use these reflections, relating to Kipling’s seven servants, ( what where, why, how, who when ,which) as a basis for new learning for Inquiry and plans of action for future endeavours, events and learning.

** Photos **
Our Inquiry wall with Thinking, questions, wonderings and story retell.

Finger Puppet Plays

Buddy work. Sharing ideas about stories, what they were going to write or retell. Also discussing Morals etc

Dress Up Day

** Teacher pedagogy **
Since any teaching strategy works differently in different contexts for different students, effective pedagogy requires that teachers inquire into the impact of their teaching on their students. Inquiry into the teaching–learning relationship can be visualised as a cyclical process that goes on moment by moment (as teaching takes place), day by day, and over the longer term. In this process, the teacher asks: What is important (and therefore worth spending time on), given where my students are at? This focusing inquiry establishes a baseline and a direction. The teacher uses all available information to determine what their students have already learned and what they need to learn next. What strategies (evidence-based) are most likely to help my students learn this? In this teaching inquiry, the teacher uses evidence from research and from their own past practice and that of colleagues to plan teaching and learning opportunities aimed at achieving the outcomes prioritised in the focusing inquiry. What happened as a result of the teaching, and what are the implications for future teaching? In this learning inquiry, the teacher investigates the success of the teaching in terms of the prioritised outcomes, using a range of assessment approaches. They do this both while learning activities are in progress and also as longer-term sequences or units of work come to an end. They then analyse and interpret the information to consider what they should do next.
 * Teaching as inquiry **

Students learn best when they are able to integrate new learning with what they already understand. When teachers deliberately build on what their students know and have experienced, they maximise the use of learning time, anticipate students’ learning needs, and avoid unnecessary duplication of content. Teachers can help students to make connections across learning areas as well as to home practices and the wider world.
 * Making connections to prior learning and experience **