INTEGRATED INQUIRY TEACHING AND LEARNING OVERVIEW

Making connections
Tuning in (3) Finding out (2) Sorting out (3) Going further (2) Taking action (2)
(3)

Adversity Opportunity Adversity & Opportunity Opportunity Opportunity

Opportunity Teacher Focus: Teacher Focus: Student’s Teacher Focus: Student Teacher Focus: Write a Teacher Focus: Create
Teacher Focus: Determining the author’s ability to determine demonstrate the ability to persuasive response to a basic dance to
Identifying prior purpose for character chance against a ratio make a rap that a specific topic from the empower the less
knowledge construction and Code(s): (ACMSP116) encourages people to text. fortunate which gives
Code(s): (ACELA1797) emotional effect it has on Key learning experiences: stand up against adversity. Code(s): (ACELA1501) them an opportunity
Key learning experiences: viewers.  Students will Code(s): (ACELT1611) Key learning experiences: to make a possible
 Teacher will read two Code(s): (ACELT1610) determine the chance Key learning experiences:  From reading the living.
chapters of the book Key learning experiences: that a person will win  Students will make a whole book in class, Code(s):
then will get students  Teacher explains task a golden ticket by rap (sound device) write a persuasive (ACADAM009)
(in pairs) to explain to the class then showing working out about anti-adversity response (as Charlie The Arts
the purpose of reads a couple of without verbal and an opportunity to Bucket) to convince Key learning
chapter titles and chapters of the book. explanation. be successful based on Mr. and Mrs. Bucket experiences:
how it can be used to  Students reflect on  Use a 100 people to the challenges in the to go to Mr. Willy  Students in
predict what’s going the chapters and uses every one counter. book. Wonka’s factory. groups will create
to happen. their prior experience Ratio population  Criteria: Include one  Teacher will write a simple dance.
 Teacher write to write a page (self- exploration) simile and one up a prompting  Students will
answers on board response on why they Assessment: Traffic lights metaphor. Use garage question: Discuss informally
while students call believe Roald Dahl – Students colour in the band to record their how it will be perform their
out their reasoning chose a poor (low traffic lights at the top of rap. Present their rap beneficial to the dance to the
(brainstorm). socio-economical) their worksheet to in front of the class. family (financially, teacher for
 Through rich three-generation determine their level of Assessment: Rubric – emotionally, ect) approval.
questioning, teacher family. understanding. Students will be marked Assessment: Rubric –  Practice dance.
can observe prior  Prompting questions: Differentiation: against the rubric and will Students mark another  Go on an
knowledge of What emotions does  Enabling – Use a 2:1 self-assess their content person’s work against excursion to Saint
individuals and whole stir inside you? Does ratio and get knowledge and the rubric. Students Pat’s or a less
class. that link to your life students in a group performance against the leave a comment to the fortunate
and how? on the mat, each same rubric. person they marked community and
taking turns to which helps them to teach them the
dance. This will
 Assessment: Assessment: Rubric – verbally justify their Differentiation: improve on their next empower them to
Anecdotal records – Teacher marks student’s answer.  Enabling – Students piece of work. use skills to earn
What level of content response based on  Extending 1: will get a cheat sheet Differentiation: money to help
knowledge student attention areas Determine what is that contains some  Enabling – Student support their
have. (descriptive language, the percentage topics to do with anti- will receive one community and
Differentiation: quality of retell). chance that Charlie adversity plus some point that they can family.
 Enabling – Students Differentiation: will get the golden pre-made lines to help use to start their Alternative:
will get a hint (cheat)  Enabling - Spend two ticket. them to put their rap persuasive  Students learn a
sheet which will help minutes with the  Extending 2: together. response. dance that
them to understand students and create a Determine the  Extending – Teacher  Extending – Read a promotes
why the chapter titles draft plan of what chance that Charlie will increase the persuasive response happiness and
are important and they will write about. will win more than number of similes, written by the enjoyment in
informative.  Extension - How one golden ticket or metaphor and imagery teacher and people's lives who
 Extending – Students would the story line even all five tickets. to create a more determine areas are going through
will determine change, if it was persuasive and that the teacher tough times.
whether there is a based on a three- Opportunity entertaining rap. needs to work on by  Go on an
consecutive pattern generation rich (high Teacher Focus: Student’s leaving a comment excursion to an
between chapters or socio-economic)? understanding of tree Opportunity on their marked old age home(s)
not. diagrams to map out Teacher Focus: Writing rubric. and/or children's
Adversity & Opportunity combinations. narrative on a specific hospitals and
Opportunity Teacher Focus: Code(s): (ACMSP116) topic. Adversity bring joy to the
Teacher Focus: Identifying the level of (ACMSP119) Code(s): (ACELT1610) Teacher Focus: Identify faces of those
Motivating students to vocabulary within the Key learning experiences: (ACSSU077) and explain scientific who are having a
think of possible reasons classroom  Students will list the Key learning experiences: hypothesis’ hard time.
and be able to justify Code(s): (ACELY1698) possible outcomes  Whole Class will Code(s): (ACSSU043) Assessment:
their answers. Key learning experiences: that Mr. Willy Wonka identify the three Key learning Anecdotal Records –
Code(s): (ACPPS052)  Teacher reads one will make properties of chocolate experiences: Assess students
Key learning experiences: chapter of the book (worksheet). (liquid, solid, gas).  Students will study groupings (also gifted
 State and justify ways and students listen  Use the information  Students will write a the Oompa- and talented
that Charlie Bucket's and write down five gathered to display narrative piece Loompas based on students). This lesson
family can support words (vocabulary) Mr. Willy Wonka’s discussing the the explanation does not need to be
Charlie through which have a strong combination using opportunities (ways) from the text (pg. assessed for
puberty. link to the ideas or tree diagram. that Mr. Willy Wonka 20). informative reporting.
 Linking to Religion theme of Assessment: Anecdotal had by using the  Students will Differentiation:
lesson about opportunity. records – Using rich different properties of identify the physical  Enabling – if a
changing bodies. Assessment: Peer questioning, determine chocolate. attributes of the student is not co-
Discuss with the marking – Student switch whether students know Assessment: Rubric – 'people' then ordinated or
whole class, how both with a partner and how to draw a tree Student have knowledge of discuss how they movement incline
family members can mark the words that they diagram. the elements that make up adapted to survive then either create
be supportive to the believe links based on Differentiation: a narrative. Student will in their home a group with
person who is going their personal prior  Enabling – In a group write a reflection on country. (pg 92-96) more basic moves
through puberty. knowledge. Return book on the mat, students marked rubric.  Key question: How or integrate
 Get students to back to owner. Student will complete the Differentiation: and why did they students to work
individually write a can justify why they think worksheet  Enabling – Choose two combat adversity in with each other
letter to their parents it links with whole class. individually and ask ways (two paragraphs) order to survive to find a
asking them to Differentiation: for any questions or that Mr. Willy Wonka (how and why did comfortable
support them  Enabling – Students clarifications. used chocolate to build they adapt?) dance.
through this time of choose minimum of  Extending: Students different objects. Assessment: Peer mark  Extending –
change. three words, to will create their own  Extending – If you – Students will mark a Students who are
 Students then write ensure they do not ‘sweet’ choice by were Mr. Willy Wonka partner’s work then add gifted and
three questions that fall behind the rest of adding different what would you make correction to their work. talented can
they would ask their the class. combination of with the chocolate? Differentiation: create a dance
parents.  Extension - Students chocolate types, Write a short  Enabling – Teacher that achieves
Assessment: Checklist go onto Wordle and topping, flavours and response. highlights the both lesson
and self-reflection on create a word cloud consistencies. Display information about objectives (focus).
lesson – Students can with a partner based all combination on a the Oompa –
check off what they have on the words they tree diagram. Loompas on a Opportunity
done for the lesson then have chosen. photocopied page. Teacher Focus:
critic whether this lesson Students will print Opportunity  Extending – Creating routines that
was beneficial for them their Wordle out and Teacher Focus: Linking Compare and enhances and
or uncomfortable. put it on the inquiry the idea of safety as an contrast the promotes healthy
Differentiation: board. opportunity for loved one Oompa- Loopas to living.
 Enabling – Students to come home safely. animals/ humans in Code(s): (ACPPS054)
would have a sheet of Code(s): (ACPPS058) order to find the
prompting questions closest link to
Oompa-Loopas.
 to help them write Key learning experiences: Key learning
three questions.  As a class, students Adversity experiences:
 Extending – Students will brainstorm Teacher Focus: Practice  Students will
will help enabling different safety writing a single page brainstorm ways
students to check hazards that Mr. concise responses. that the four
their spelling and Bucket may Code(s): (ACHASSK119) grandparents can
grammar in their encounter at his work Key learning implement
letter to their place. Students will experiences: exercise into their
parents. (if students assess all potential BASED ON A five week daily life.
are comfortable with safety issue, offer a FPD - Lesson 4/25  Students will
it). solution and state the  Whole class create a one-
severity of the safety brainstorms week program
Opportunity issue. Students copy their knowledge of that promotes a
Teacher Focus: table off board into needs and wants. healthy, happy
Motivation through their workbooks.  Individually, write a lifestyle.
measuring/ identifying  Students will create a page response on  Students will
prior knowledge safety card that Mr. the focus question: write a persuasive
Code(s): (ACMMG109) Bucket can bring into how did the Bucket letter or report
Key learning experiences: his workplace. family prioritise that they (Charlie)
 Teacher draws an Assessment: Workbook needs over wants will show their
imaginary map of mark – Write anecdotal and how did it grandparent that
four chocolate shops records on student’s effect the Bucket night.
near the Bucket's understanding of the task family valuing Assessment: Rubric –
house. and whether explicit wants? Marking student
 Students can either teaching is needed to  Revisit the against the key
work individually or explain the task. brainstorm and elements of
with a partner to Differentiation: expand using idea promoting a healthy
determine the  Enabling – Give some that students used lifestyle and
shortest route that prompting questions, in their responses. incorporating their
Charlie would need to if needed. age and movement
take to collect the  Extending 1 – Student abilities.
most chocolates in a will create a whole
workplace safety card
 time span of a which Mr. Bucket can Assessment 1: Differentiation:
month. implement in his Brainstorm collation –  Enabling – Create
Assessment: Anecdotal work place. Teacher will collate the three days of
records – Determine if  Extending 2 – Student brainstorm and put it on exercise activities,
basic measuring skills will create a the inquiry board. as students may
have been mastered and persuasive text Assessment 2: Mark fall behind the if
misconception or error explaining to the responses – Teacher they do seven
that needs to be explicitly manager, why it is marks responses and days.
taught to either the important to have makes anecdotal  Extending –
student or the whole safety in a workplace. records of student’s Students will
class. ability to write concise record using the
Differentiation: responses. video on their
 Enabling – Teacher Differentiation: device, one of the
takes a group of  Enabling – Students activities that
students on the mat will write their they are going to
and goes through the response in short implement.
first question by paragraph or dot
modelling it then points as content
gradually releasing knowledge is more
students to attempt important.
measuring by  Extending – Switch
themselves. work with a partner.
 Extending- Students Research and write
will create their own an opposing view of
map which their argument.
incorporates four
chocolate shops.
What can you change
to create the same
amount of chocolate
bars in half the
Blue: English Orange: HaSS Silver/Grey: Science
Green: Mathematics Pink: Health and Physical Education Yellow: The Arts