Planning the inquiry
1. What is our purpose?
To inquire into the following:

4th Grade
School: Roberts Elementary
Age group: 9-10
School code: 7207
transdisciplinary theme
Who We Are - An inquiry into the nature of the self; beliefs and values;
personal, physical, mental, social and spiritual health; human relationships
including families, friends, communities, and cultures; rights and responsibilities;
what it means to be human.
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Class/grade:
central idea
Title: The Heart of the Story
Teacher(s): 4th Grade Team
PYP planner
Date: April 30, 2013 revised
Proposed duration: 10 hours per week for 4 weeks
Individuals are shaped by their personal thoughts and experiences,
observations, and interactions.
2. What do we want to learn?
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?
1. Students will take paper and pencil exam with open ended question
from the book Tiger Rising by Kate DiCamilla.
2. How interactions provide a deeper understanding of self: Students will
draw a self portrait and then name 2-3 character traits that describe
themselves. (I am ________ when I ________.) Descriptions will be
assessed on the correct application of the traits to their personal
experiences. Pain and the Great One by Judy Blume
3.
Students will read How Full is Your Bucket and then create their own bucket
about what empties and/or fills their own bucket.
4. How observations affect one’s perception: Students will write what
they think the following metaphor means: “You can’t judge a book
by its cover.”
5. How interactions provide a deeper understanding of self: Student will
reflect on the day and their interactions with their peers. Pain and
the Great One by Judy Blume
© International Baccalaureate Organization 2007
What are the key concepts (form, function, causation, change, connection,
perspective, responsibility, reflection) to be emphasized within this inquiry?
connection, perspective, reflection
Related concepts: communication, interpretation, metacognition
What lines of inquiry will define the scope of the inquiry into the central idea?
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one’s strengths and weaknesses
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how observations affect one’s perception
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how interactions provide a deeper understanding of self
What teacher questions/provocations will drive these inquiries?
1. What is the difference between character traits and emotions?
2. How do your interactions and experiences with others affect who you
are and will become?
3. Can your beliefs or perceptions be changed?
4. How does the way you handle your emotions affect you?
Planning the inquiry
3. How might we know what we have learned?
4. How best might we learn?
This column should be used in conjunction with “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?
What are the possible ways of assessing students’ prior knowledge and skills?
What evidence will we look for?
Students will dissect the central idea, defining and clarifying the large terminology.

Students will write what they think the following metaphors mean: “You can’t judge a book by its
cover” & “A tiger can’t change its stripes”.
Students will read “Eleven” and then discuss the roles each character played, the emotions of
each person, and how she uses her personal experiences at different ages to connect with the
emotion she was currently feeling.
What are the possible ways of assessing student learning in the context of the
lines of inquiry? What evidence will we look for?
Students will answer comprehension questions about Tiger Rising and the additional literary
objectives covered within the unit.
1.
2.
How interactions provide a deeper understanding of self: Students will draw a self
portrait and then name 2-3 character traits that describe themselves. (I am ________
when I ________.) Descriptions will be assessed on the correct application of the
traits to their personal experiences. Pain and the Great One by Judy Blume
Students will read How Full is Your Bucket and then create their own bucket about
what empties and/or fills their own bucket.
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3.
How observations affect one’s perception: Students will look at a partial scene or
image and decipher what emotions are at play.
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4.
How interactions provide a deeper understanding of self: Student will reflect on the
day and their interactions with their peers. Pain and the Great One by Judy Blume
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Students will create a character suitcase about themselves identifying their personal traits,
including tangible or intangible objects illustrating their interests. A brief written explanation
will also be included. At the end of the unit, students will revisit their suitcase and revise
their thinking now that they now more about themselves. (S-thinking, communication; Preflective, communicator)
Study mentor text (Tiger Rising) and determine the thoughts and feelings of each
character, highlighting attitudes, learner profile attributes as they relate to character traits
(character frame). (S – thinking; P – inquirer, reflective, open minded)
Develop additional vocabulary for emotions. Activities might include charades, pictures,
and synonym webs. (S- research; P – knowledgeable)
Discuss, brainstorm, and chart the definition of and the difference between feelings and
traits. (S- research, communication; P – knowledgeable)
Discuss the difference between flat and round characters and why they are used in
literature. (S – thinking)
Students will create character skits to emulate a character from Tiger Rising. Classmates
will observe, discuss and decide which character is being portrayed. (S – social,
communication; P – risk taker)
Throughout the study of the mentor text, examples of figurative language (metaphors,
similes), inferring, beautiful language (visualization), and imagery will be explored. (S –
communication; P-knowledgeable)
Read exerts on various perspectives from various stories (like Flipped) to explore how
characters think and feel.
Students will journal several times a week on how to respond to sticky situations or
different scenarios.
Students will create a class anchor chart about how stories go with plot structure and story
mountains.
Students will learn the definition of and learn to identify protagonist and antagonist.
Students will learn about author’s purpose and point of view.
Students will learn about different types of conflict- character vs. character, character vs.
nature, character vs. self.
What opportunities will occur for transdisciplinary skills (S) development and for the
development of the attributes of the learner profile (P)?

Students will react to the readings (Tiger Rising) by filling out open response questions as
appropriate throughout the novel reading, along with completing a self assessment of their
rating on the continuum using the Learner Profile.
5. What resources need to be gathered?
What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available?
The Art of Teaching Reading by Lucy Calkins; Units of Study for Teaching Reading by Lucy Calkins Read Write Think: Inferring Why Characters’ Think
Tiger Rising; Flipped; Miraculous Journey of Edward Tulane; Today I Feel Silly; Free to be You & Me; How Full is Your Bucket; “Eleven”; There’s a Girl in the Boy’s Bathroom; Enemy Pie; One Green Apple
How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?
Social worker to talk about how to deal with emotions, personality traits, conflict resolution
© International Baccalaureate Organization 2007
Reflecting on the inquiry
6. To what extent did we achieve our purpose?
7. To what extent did we include the elements of the PYP?
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.
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.
Concepts: By reading the book Tiger Rising students had the opportunity to
develop a better understanding of connection, perspective, and reflection.
Students have connected multiple life experiences to their feelings. Through
journal activities, readers’ responses, personality inventories students reflected
on their own experiences, traits and emotions.
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.
We believe that the single summative assessment we previously had was only
assessing the book study we did. We believe that we need to better assess the
central idea and can do this through having the students identify their own
character traits and by explaining how they exhibit those traits.
What was the evidence that connections were made between the central idea
and the transdisciplinary theme?
Through classroom discussions during the suitcase activity and journal entries, it
is evident that the students have developed an understanding of who they are
and are better able to classify their own traits.
© International Baccalaureate Organization 2007
Transdisciplinary Skills: Through skits and drawings, students demonstrated
their verbal and nonverbal communication skills. While presenting their
suitcases they used listening and speaking skills to communicate with the class.
Thinking skills were developed through discussing the elements of the book
study and selecting items for their suitcase.
Learner Profile and Attitudes: Students developed as thinkers and
communicators by analyzing the characters from the story and reflecting about
their own personality traits, Students became more knowledgeable about
themselves and how others affect their beliefs and outlook.
Reflecting on the inquiry
8. What student-initiated inquiries arose from the learning?
9. Teacher notes
Record a range of student-initiated inquiries and student questions and highlight any
that were incorporated into the teaching and learning.
Before reading Tiger Rising – Need to include more background on Sistine Chapel (pictures,
etc) John Deere, motel/hotel
1.
2.
3.
4.
5.
6.
7.
8.
9.
Talk about theme, genre, and author’s purpose of all stories read.
Are my feelings okay?
Is it normal to feel this way?
Will my feeling and beliefs change as I get older?
Why do I have to talk about my feelings?
What happens if I stuff my feelings?
How do I reflect?
Do girls and boys feel differently?
Why don’t boys like to talk as much about feelings?
Why do girls cry all the time?
Frontloading Ideas 
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Read When I Feel Silly or Flipped to discuss perspective
Role play – emotions feelings
Everyone has a wall - trust
Boiling pot – stuffing feelings
Debrief scenario role plays
Pictures of emotions – to lead questioning – think about a time when you felt that way….
Social Worker - Everyone has problems. Everyone has strengths and weaknesses. Everyone
is happy sometime. Think about a time when you felt sad, mad, happy Explain it.
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.
CFG Protocols
http://www.nsrfharmony.org/protocol/doc/peeling_onion.pdf
http://www.nsrfharmony.org/protocol/doc/compass_points.pdf
http://www.nsrfharmony.org/protocol/doc/check_circle.pdf
http://www.nsrfharmony.org/protocol/doc/icebreakers.pdf
http://www.nsrfharmony.org/protocol/doc/connections.pdf
Personality tests
Compass points http://www.nsrfharmony.org/protocol/doc/north_south.pdf
4 Corners - http://www.educationworld.com/a_admin/tools/tool016.shtml
True Colors - http://truecolorstest.com/True-Colors-Personality-Test.html
Strength Finders for Kids – too expensive $12 each
http://www.businessballs.com/freepdfmaterials/free_multiple_intelligences_test_young_people.
pdf
http://www.spannj.org/BasicRights/appendix_b.htm#test
http://literacyworks.org/mi/assessment/findyourstrengths.html
Renzulli profile
http://www.greenville.k12.sc.us/hillcrm/lstyles/lsurvey.htm
http://www.oswego.edu/plsi/plsi48a.htm
Learning Style Inventory
TEKS:
ELA
ELA.4.RC.B Ask literal, interpretive, evaluative, and universal questions of text (including judging the internal consistency or logic of a text, i.e., asking, “Would this
character do this? “Does this make sense here?”).
ELA.4.RC.C Monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, rereading a portion aloud, generating questions).
ⓇⓈELA.4.RC.D Make inferences about text and use textual evidence to support understanding.
ⓇELA.4.RC.F Make connections (e.g., thematic links, author analysis) between literary and informational texts with similar ideas and provide textual evidence.
ELA.4.1A Read aloud grade-level stories with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension.
ELA.4.2D Identify the meaning of common idioms.
ⓈELA.4.3A Summarize and explain the lesson or message of a work of fiction as its theme.
ⓇELA.4.6A Sequence, summarize, (and/or compare) the plot's main events (including conflict) and explain their influence on future events.
ⓇELA.4.6B Describe the interaction of characters including their relationships and the changes they undergo..
ⓈELA.4.8A Identify the author's use of similes and metaphors to produce imagery.
ⓇELA.4.11C Describe explicit and implicit relationships among ideas in texts organized by cause-and-effect, sequence, or comparison.
ⓇELA.4.17A Write about important personal experiences.
ELA.4.18C Write responses to literary or expository texts and provide evidence from the text to demonstrate understanding.
ⓇELA.4.20B Use the complete subject and the complete predicate in a sentence.
ⓈELA.4.20C Use complete simple and compound sentences with correct subject-verb agreement.
ELA.4.21A Write legibly by selecting cursive script or manuscript printing as appropriate marks.
ⓈELA.4.21C.i Recognize and use punctuation marks including commas, colons, semi-colons in compound sentences.
ⓈELA.4.21C.ii Recognize and use punctuation marks including quotation marks.
ELA.4.27A Listen attentively to speakers, ask relevant questions, and make pertinent comments.
ELA.4.28A Express an opinion supported by accurate information, employing eye contact, speaking rate, volume, and enunciation, and the conventions of language
to communicate ideas effectively.
ELA.4.29A Participate in teacher- and student-led discussions by posing and answering questions with appropriate detail and by providing suggestions that build
upon the ideas of others.
ELA.1.20C Ask questions with appropriate subject-verb inversion.
ELA.2.22C.i Recognize and use punctuation marks including ending punctuation in sentences.
ELA.3.13B Draw conclusions from the facts presented in text and support those assertions with textual evidence.
ELA.3.2A Use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing clues) to make and confirm predictions.
ELA.3.23B.iii Use conventions of capitalization including (names and) official titles of people.
© International Baccalaureate Organization 2007