Class/grade:

School:
Title:

Grade 1
Age group:
5-6 years old
International School of Milan
School code:
000470
Feelings
Felicity Hodgson, Sara Lomas, Domenico Vetrisano, Ginevra Molteni, LAURA HAINES, Catherine
LARQUE, Stephania MAGRI, Stephanie MARSHALL, DOROTHY MURPHY, PHILIP O'GARA, LUCY
Teacher(s):
RUOCCO, Paola SANTA MARIA, Sophia XIONG, Christine Ciesniewski, Daniela Colombo, Mimma
Corbacio, Fanny Bagno, Marta Nylk, Fenella Mitchell
Date:
W1 April
Proposed duration: 7 weeks

PYP planner

1. What is our purpose?

To inquire into the following:
Transdisciplinary theme:
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.

Central idea:
People find many different ways to express their feelings about the things that they experience.

Summative assessment task(s):

What are the possible ways of assessing students understanding of the central idea? What evidence, including studentinitiated actions, will we look for?
Task: Students will be involved in creating and leading people around an art exhibition- movement, music and visual art. A range of
student art work will be displayed/shown along corridors and during the student-led conferences. Students will have a prompt sheet to
help them guide their parents. Where possible students should be involved in choosing artwork to be displayed and helping to set up the
art exhibition. Art work should include individual pieces and as well as collaborative work.
Tool: Students will reflect on the art exhibition responding to the following questions:
What feelings/ideas have you expressed? What does your pictures mean? Tell me about your picture Looking for evidence that
students can identify what their art work expresses.
How did you express these feelings/ideas? How did create this picture/music? What colours have you used? Why? Why did you use this
material? Looking for evidence that students can explain their choices.
They will have the opportunity to explore the exhibition themselves with a partner and discuss and compare their responses to a
particular piece. This information will be recorded on our iPads and shared in group discussions. The teacher will record these
comments.
Possible student action
we would hope that students would show more interest in the arts and go to exhibitions or bring in things to share with the class. We
also hope that they will be able to apply their greater vocabulary and understanding of emotions and that they may tell their friends how
they are feeling in situations.

2. What do we want to learn?

What are the key concepts (form, function, causation, change, connection, perspective, responsibility, reflection) to be
emphasised within this inquiry?
Key Concepts: Perspective, Reflection
Related Concepts:
Perspective:
self-expression, creativity

What lines of inquiry will define the scope of the inquiry into the central idea?
Experiences that affect our feelings
How people express their feelings
How the creative arts are used as a form of expression

What teacher questions/provocations will drive these inquiries?

How do different experiences make us feel? 1

How do people express their feelings? 2

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How can we express ourselves using the creative arts? 2

Provocations:
Set up stations in the classroom with examples of different arts (e.g. stereos with music, iPads with dance displays, pictures of visual
art). Students to rotate around the stations and teachers to record student comments and questions. Looking for evidence that they
identify the feelings/ideas expressed (although responses will be subjective).

3. How might we know what we have learned?

What are the possible ways of assessing students prior knowledge and skills? What evidence will we look for?
Pre-assessments
Students look at facial expression photos and identify the feeling. This gives a good idea of students expressive vocabulary. Looking for
evidence that students are able to identify the feeling or type of feeling the children are showing. Encourage students to make
connections to own experiences and suggest why the person might be feeling that way.
Formative assessments
Look for evidence of developing vocabulary to express their own feelings in the context of learning experiences related to the unit.
They will show this through their weekly news writing and a feelings diary which expresses their feelings and emotions from their
experiences at home. We will also have a feelings board in the classroom where children can express their feelings daily in a simple,
visual way by moving their face to a particular feeling and explaining why.
Evidence of relevant vocabulary when discussing their exhibition work related to what feelings they were trying to express. Recording
comments and taking photographs of children engaging in different forms of expression e.g. role play, music making, storytelling, visual
art.
Student comments when creating artwork/visiting the theatre/responding to music/dance demonstrate that they are knowledgeable
about the different ways people can express their feelings. Their personal artwork and creations will also demonstrate that they can
express themselves through the arts.

What are the possible ways of assessing student learning in the context of the lines of inquiry? What evidence will we
look for?

Experiences that affect our feelings

How people express their feelings

How the creative arts are used as a form of expression

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?
Tuning in
Experiences that affect our feelings: Drama and role play of situations that make us experience different emotions; listening to music,
sports- how they feel in different situations, writing class book/journal about feelings, poems about feelings.
Finding out
How people express their feelings: Singing and dancing, music, writing and sharing these experiences, shared reading of unit books in
the class.
Sorting out
Class presentation about their memories of a particular emotion, class poem, artifact related to how things make them feel, circle time
activities about attitudes and feelings. Use of drama and puppets.
Use iPad (Educreations) to take photos of artwork and record opinions/feelings about particular pieces.
Going further
How the creative arts are used as a form of expression: painting to music- Carnival of animals, different techniques in art using modern
and traditional artists and also international art forms such as Maya. Aztec, Aborigional African.
Read As Quick as a Cricket. Discuss the idea of similes and why the narrator chose to compare himself to each thing. Discussions
About Texts:, I Feel Orange Today, Wilfred Gordon Macdonald Partridge. Sequence the events and make timelines discussing how the
characters feel. Discuss what the colours remind the narrator of and how they make him feel.g conclusions
Taking action
Going to an art exhibition
Creating a dance

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drawing a puicture and sharing how they feel about it.

PE:
Library: Learners will listen to stories that provoke different feelings and discuss their reactions. They will also use the app Popplet on
their iPads to create a spider diagram that expresses their feelings in response to these stories
Italian:
Music: Respond to a selection of pieces of music in various styles and reflect on the emotions the composers felt which inspired them to
create the music. Explore the connection between the music elements of pitch, tempo, dynamics, timbre and duration, and emotions
(e.g. slow = sad, fast = happy etc.). Using an image or film as inspiration, create a short piece of music to reflect an emotion using tuned
and untuned percussion instruments. Develop note reading and ensemble playing skills by playing along to a simple melodic score on
tuned percussion instruments (xylophones or boomwhackers)

What opportunities will occur for transdisciplinary skills development and for the development of the attributes of the
learner profile?
Communication skills: non-verbal through art, music; presenting their work at the exhibition, writing ,viewing, presenting and non
verbal communication. Children will talk and express their feelings to each other through discussions, role plays, music etc.
Social skills: respecting others opinions through discussions about different forms of creative art; learning appropriate ways to express
feelings in different situations through role play and PSPE.
Self-management: fine motor skills developed through painting and drawing using a variety of media and through working together in
different groups.
Research Skills: Observing, listening to and discussing different art forms and what they have discovered.
Thinking Skills: Evaluation and dialectical thought, through evaluating other peoples work and explaining reasons why or how it makes
them feel in different ways.

Selected Learner Profile Items

Thinkers: We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise
initiative in making reasoned, ethical decisions.
Communicators: We express ourselves confidently and creatively in more than one language and in many ways. We collaborate
effectively, listening carefully to the perspectives of other individuals and groups.
Open-minded: We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We
seek and evaluate a range of points of view, and we are willing to grow from the experience.
Risk-takers (Courageous): We approach uncertainty with forethought and determination; we work independently and
cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.
Reflective: We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and
weaknesses in order to support our learning and personal development.

Attitudes
Appreciation, Empathy, Creativity, Respect.

Transdisciplinary Skills

Research Skills: Observing, Planning.

Self-Management Skills: Fine Motor.
Thinking Skills: Comprehension, Analysis, Evaluation, Dialectical Thought.
Social Skills: Respecting Others, Cooperating.
Communication Skills: Listening, Non-verbal, Viewing, Presenting.

5. What resources need to be gathered?

What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available?
How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?

Journal
journal
Added on March 23, 2016
Facial expression photos, books about different artists, paintings, pieces of artwork, sculptures, clay, iPads.

6. To what extent did we achieve our purpose?

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7. To what extent did we include the elements of the PYP?

8. What student-initiated inquiries arose from the learning?
9. Teacher Notes
Scope and Sequence
English Oral language - listening and speaking (Phase 2)
Conceptual Understandings
The sounds of language are a symbolic way of representing ideas and object.
People communicate using different languages.
Everyone has the right to speak and be listened to.

Learning Outcomes

use language to address their needs, express feelings and opinions

describe personal experiences
participate in dramatic activities, for example, role play, puppet theatre
begin to use appropriate word order in simple sentences

English Visual language - viewing and presenting (Phase 2)

Conceptual Understandings
People use static and moving images to communicate ideas and information.
Visual texts can immediately gain our attention.
Viewing and talking about the images others have created helps us to understand and create our own presentations.

Learning Outcomes
talk about their own feelings in response to visual messages
connect visual information with their own experiences to construct their own meaning, for example, when taking a trip
realize that shapes, symbols and colours have meaning and include them in presentations

English Written language - reading (Phase 2)

Conceptual Understandings

The sounds of spoken language can be represented visually.

Written language works differently from spoken language.
Consistent ways of recording words or ideas enable members of a language community to communicate.
People read to learn.
The words we see and hear enable us to create pictures in our minds.

Learning Outcomes

read and understand the meaning of self-selected and teacher-selected texts at an appropriate level
understand the role of the author and illustrator
understand sound-symbol relationships and recognize familiar sounds/symbols/words of the language community
make 1:1 correspondence between written and spoken words
apply phonetic strategies when decoding print

English Written language - writing (Phase 2)

Conceptual Understandings
People write to communicate.
Consistent ways of recording words or ideas enable members of a language community to understand each others writing.
Written language works differently from spoken language.

Learning Outcomes

write informally about their own ideas, experiences and feelings in a personal journal or diary
create illustrations to match their own written text
connect written codes with the sounds of spoken language and reflect this understanding when recording ideas
use full stops to demarcate sentences
begin to use question marks to punctuate questions

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Mathematics Data Handling (Phase 2)

Conceptual Understandings
Organising objects and events helps us to solve problems.
Events in daily life involve chance.

Learning Outcomes
express the chance of an event happening using words or phrases (will happen, wont happen, might happen, impossible,
maybe, certain)

Mathematics Shape and Space (Phase 2)

Conceptual Understandings
Shapes have names and vocabulary to describe their properties.
We can use positional language to describe how an object moves.

Learning Outcomes
use mathematical vocabulary to describe position, direction and movement turn, rotate, spin, left, right, forward,
backward
describe their movements and location, for example, inside, outside, above, below, next to, behind, up, down
explore and describe a path, the school and boundaries of their immediate environment

Mathematics Pattern and Function (Phase 2)

Conceptual Understandings
Whole numbers exhibit patterns and relationships that can be observed and described.
Patterns can be represented using numbers.

Learning Outcomes
understand that patterns can be found in numbers, for example, odd and even numbers, skip counting
represent patterns in a variety of ways, for example, using words, drawings, symbols, materials, actions, numbers
use the properties of addition and subtraction to solve problems

Mathematics Number (Phase 2)

Conceptual Understandings
Numbers are connected to each other through a variety of relationships.
Making connections between our experiences with number can help us to develop number sense.

Learning Outcomes

develop strategies for memorizing addition and subtraction number facts

count on and back in ones from any small number and in twos up to 20 and back to zero
know by heart all pairs of numbers with a total of 10
within the range 0 to 30, say the number that is 1 or 10 more or less than any given number
know by heart all addition and subtraction facts for each number to at least 10

Physical Education Active Living (Phase 2)

Overall Expectations
recognize the importance of being physically active, making healthy food choices, and maintaining good hygiene in the
development of well-being. They explore, use and adapt a range of fundamental movement skills in different physical activities
and are aware of how the body's capacity for movement develops as it grows. Learners understand how movements can be
linked to create sequences and that these sequences can be created to convey meaning. They understand their personal
responsibilities to themselves and others in relation to safety practices.

Conceptual Understandings
Movements can be used to convey feelings, attitudes, ideas or emotions.

Learning Outcomes
display creative movements in response to stimuli and express different feelings, emotions and ideas
reflect upon the aesthetic value of movement and movement sequences

Visual Arts Responding (Phase 2)

Overall Expectations
show an understanding that ideas, feelings and experiences can be communicated through arts. They recognize that their own
art practices and artwork may be different from others. They are beginning to reflect on and learn from their own stages of
creating arts. They are aware that artworks may be created with a specific audience in mind.

Conceptual Understandings
We are receptive to art practices and artworks from different cultures, places and times (including our own).
People communicate ideas, feelings and experiences through the arts.

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 We can reflect on and learn from the different stages of creating.

There is a relationship between the artist and the audience.

Learning Outcomes

sharpen their powers of observation

identify the formal elements of an artwork
use appropriate terminology to discuss artwork
describe similarities and differences between artworks
identify the stages of their own and others' creative processes
become an engaged and responsive audience for a variety of art forms.
investigate the purposes of artwork from different times, places and a range of cultures including their own

Visual Arts Creating (Phase 2)

Overall Expectations
show an understanding that they can use arts to communicate their ideas, feelings and experiences. They use strategies in
their work to enhance the meaning conveyed and to make it more enjoyable for others. They are aware that their work can
provoke different responses from others. They understand the value of working individually and collaboratively when creating
different art forms.

Conceptual Understandings

Applying a range of strategies helps us to express ourselves.

We are receptive to the value of working individually and collaboratively to create art.
We can communicate our ideas, feelings and experiences through our artwork.
We solve problems during the creative process by thinking critically and imaginatively.

Learning Outcomes

demonstrate control of tools, materials and processes

make predictions, experiment, and anticipate possible outcomes
combine a variety of formal elements to communicate ideas, feelings and/or experiences
identify the stages of their own and others' creative processes
consider their audience when creating artwork.
identify, plan and make specific choices of materials, tools and processes
sharpen their powers of observation

Drama Responding (Phase 2)

Learning Outcomes
describe the dynamic connection between the audience and performer.
discuss and explain the way ideas, feelings and experiences can be communicated through stories and performance

Drama Creating (Phase 2)

Learning Outcomes

work cooperatively towards a common goal, taking an active part in a creative experience
use performance as a problem-solving tool
make use of simple performance conventions to share ideas
consider and maintain appropriate behaviours in drama, as an audience member or as a performer
value and develop imaginary roles or situations.
share drama with different audiences by participating, listening and watching
identify with characters through role-play development

Music Responding (Phase 2)

Overall Expectations
show an understanding that ideas, feelings and experiences can be communicated through arts. They recognize that their own
art practices and artwork may be different from others. They are beginning to reflect on and learn from their own stages of
creating arts. They are aware that artworks may be created with a specific audience in mind.

Conceptual Understandings
People communicate ideas, feelings and experiences through the arts.
We can reflect on and learn from the different stages of creating.

Learning Outcomes
create a musical composition to match the mood of a visual image (for example, paintings, photographs, film)
reflect on and communicate their reactions to music using musical vocabulary

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Music Creating (Phase 2)

Overall Expectations
show an understanding that they can use arts to communicate their ideas, feelings and experiences. They use strategies in
their work to enhance the meaning conveyed and to make it more enjoyable for others. They are aware that their work can
provoke different responses from others. They understand the value of working individually and collaboratively when creating
different art forms.

Conceptual Understandings
We can communicate our ideas, feelings and experiences through our artwork.

Learning Outcomes
express one or more moods/feelings in a musical composition

Italian Oral language - listening and speaking (Phase 2)

Overall Expectations
show an understanding that sounds are associated with objects, events and ideas, or with symbolic representations of them.
They are aware that an object or symbol may have different sounds or words associated with it in different languages. They are
beginning to be cognizant about the high degree of variability of language and its uses.

Conceptual Understandings
People communicate using different languages.

Learning Outcomes

listen to, ask questions about and enjoy stories read aloud; showing understanding by responding in oral, written or visual form
memorise and join in with poems, rhymes and songs
begin to appreciate and relate to different voice tones
use language to address their needs, express feelings and opinions
describe personal experiences
participate in dramatic activities, for example, role play, puppet theatre

Italian Visual language - viewing and presenting (Phase 2)

Conceptual Understandings
People use static and moving images to communicate ideas and information.

Learning Outcomes
talk about their own feelings in response to visual messages

Italian Written language - reading (Phase 2)

Overall Expectations
show an understanding that language can be represented visually through codes and symbols. They are extending their data
bank of printed codes and symbols and are able to recognize them in new contexts. They understand that reading is a vehicle for
learning, and that the combination of codes conveys meaning.

Conceptual Understandings
People read to learn.
The words we see and hear enable us to create pictures in our minds.

Learning Outcomes

realize that there is a difference between fiction and non fiction

participate in shared reading, posing and responding to questions and joining in with the refrains
begin to discuss personality and behavior of storybook characters
express opinions about a text

Italian Written language - writing (Phase 2)

Conceptual Understandings
Written language works differently from spoken language.

Learning Outcomes

write informally about their own ideas, experiences and feelings in a personal journal or diary
create illustrations to match their own written text
connect written codes with the sounds of spoken language and reflect this understanding when recording ideas
use full stops to demarcate sentences
use a capital letter for the start of a sentence

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Personal and Social Education Identity (Phase 2)

Conceptual Understandings
Understanding and respecting other peoples' perspectives helps us to develop empathy.
Identifying and understanding our emotions helps us to regulate our behaviour.

Learning Outcomes

explain how different experiences can result in different emotions

identify feelings and begin to understand how these are related to behaviour
solve problems and overcome difficulties with a sense of optimism
are aware of their emotions and begin to regulate their emotional responses and behaviour
reflect on inner thoughts and self-talk
demonstrate a positive belief in their abilities and believe they can reach their goals by persevering

Personal and Social Education Interactions (Phase 2)

Conceptual Understandings
Participation in a group can require group members to take on different roles and responsibilities.

Learning Outcomes
cooperate with others
share ideas clearly and confidently
reflect on the process of achievement and value the achievements of others

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