HOW WE EXPRESS OURSELVES

Nanjing Times College Sean Patrick Finnege, Ling Ding, Jie Chen, Iris Zhang, Hye Young Kim,
Dianne Herbst, Xuan Jiang
PYP Next Homeroom B (Grade 5)

Summary

HOW WE EXPRESS OURSELVES

Subject Year Start date Duration

Chinese 语文, English 英语, Grade 5 Week 1, December 6 weeks
Mathematics 数学, Science
科学, Unit of Inquiry 探究单元

Inquiry

The Central Idea

Films are used to express people's ideas, feelings, beliefs and values.

人们通过电影来表达自己的想法、感情、信仰和价值观。

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 reTect on, extend and enjoy our creativity.

Lines of Inquiry

- The development of Slm industry. 电影业的发展史。

- Films affect our values. 电影潜移默化地影响我们的价值观。
- Films can be used to express ourselves. 电影能够用来表达自我。

Student questions

- What is the difference between values and beliefs?

- When did the Srst movie start?
- What kind of staff are needed to make a movie?
- What are the types of movies?

Teacher questions

- What does 'ideas', 'feelings', 'beliefs' and 'values' mean?

- Can learners identify them from a movie clip?
- Do learners know different genres and can they identify them in a movie?
- What are the elements of a movie?
- What is a camera angle?
- Why is lighting and sound important in a movie?
- What is the best movie editing software for learners to use?

Nanjing Times College

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HOW WE EXPRESS OURSELVES
 HOW WE EXPRESS OURSELVES
Nanjing Times College Sean Patrick Finnege, Ling Ding, Jie Chen, Iris Zhang, Hye Young Kim,
Dianne Herbst, Xuan Jiang
PYP Next Homeroom B (Grade 5)

Learning Goals

Connections: Transdisciplinary and Past

Background knowledge: What movies do the children know? What did they like or not like about them?

Activity: KWL on what they understand from the central idea of 'how can movies be used to express ourselves?'

Math: Number and Data Handling

Art: Scriptwriting and associated comic graphics.

English and Chinese: Reading, writing, speaking, presenting, vocabulary

ICT: Moviemaking software and Movie poster production

Music: Movie soundtrack selection

Science: Development of Slm technology

Learning Goals and Success Criteria

6_Movie_Summative_assessment.docx

Jun 3, 20206_Movie_Summative_assessment_Rubric.docx

Jun 3, 2020

Learners must know in the beginning that the end goal is for the learners to accumulate everything they have learned
throughout the unit and apply it to writing, editing, and producing a movie of their own that expresses a thought or idea or
emotion on a topic close to their hearts.

Scope & Sequence

Mathematics 数学

Data Handling 数据处理

Conceptual Understandings

Data can be presented effectively for valid interpretation and communication. 可以出于有效地诠释与交流之目的展示数
据。

Probability can be represented on a scale between 0–1 or 0%–100%. 概率可以用比率0—1或0%—100%来表示。

The probability of an event can be predicted theoretically. 从理论上讲，事件发生的概率是可以预测的。

Learning Outcomes

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HOW WE EXPRESS OURSELVES
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Nanjing Times College Sean Patrick Finnege, Ling Ding, Jie Chen, Iris Zhang, Hye Young Kim,
Dianne Herbst, Xuan Jiang
PYP Next Homeroom B (Grade 5)

Understand the complex statistical table, complex bar statistical chart, single-line polyline chart and double-line polyline
chart in speciSc statistical activities. 在具体的统计活动中认识复式统计表、复式条形统计图、单式折线统计图和复式折线统
计图。

Fill in the complex statistical table correctly based on the collected and collated data, draw a complex bar statistical chart,
and complete the complex polyline statistical chart. 根据收集、整理的数据正确填写复式统计表，绘制复式条形统计图，把
复式折线统计图补画完整。

Perform simple analysis based on the data in the complex statistical table, complex bar chart, or line chart to solve
practical problems. 根据复式统计表、复式条形统计图或折线统计图中的数据进行简单的分析，解决实际问题。

Make students learn to use “listing” strategies to solve simple practical problems and experience events with multiple
possibilities. 使学生学会运用“列举”的策略解决简单实际问题，体验事件发生有多种的可能性结果。

Understand and use the ratio 0-1 or 0%-100% to represent the probability. 了解、使用比率0-1或0%－100%来表示概率。

Set up a spreadsheet using simple formulas to manipulate data and to create graphs. 使用简单的格式创建电子表格来操作
数据和创建图表。

Design a survey systematically using bar charts, pie charts and line charts to collect, organize and display data. 设计调
查，系统性地使用使用条形图、圆形图和线形图收集、组织整理和展示数据。

Number 算术

Conceptual Understandings

Ratios are a comparison of two numbers or quantities. 比率是对两个数字或数量的对比。

Learning Outcomes

Read and write ratios, using ratios in real life. 读取和书写比率，在实际生活中使用比率。

Read, write, compare, and sort percentages. 对百分数进行读取、书写、比较和排序。

Understand the relationship between scores, decimals, and percentages, and convert them to exchange and use fractions,
decimals, and percentages in real life. 了解分数、小数和百分数之间的关系，并对它们进行换算，在实际生活中交换性地使
用和估算分数、小数和百分数。

English 英语

Oral language - listening and speaking 口头语言-听与说 (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

Everyone has the right to speak and be listened to.

Learning Outcomes

Nanjing Times College

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HOW WE EXPRESS OURSELVES
 HOW WE EXPRESS OURSELVES
Nanjing Times College Sean Patrick Finnege, Ling Ding, Jie Chen, Iris Zhang, Hye Young Kim,
Dianne Herbst, Xuan Jiang
PYP Next Homeroom B (Grade 5)

listen and respond in small or large groups for increasing periods of time

listen to and enjoy stories read aloud; show understanding by responding in oral, written or visual form

distinguish beginning, medial and ending sounds of words with increasing accuracy

follow two-step directions

ask questions to gain information and respond to inquiries directed to themselves or the class

use oral language to communicate during classroom activities, conversations and imaginative play

talk about the stories, writing, pictures and models they have created

follow classroom instructions, showing understanding

obtain simple information from accessible spoken texts

Visual language - viewing and presenting 视觉语言-观看与表达 (Phase 2)

Overall Expectations

identify, interpret and respond to a range of visual text prompts and show an understanding that different types of visual
texts serve different purposes. They use this knowledge to create their own visual texts for particular purposes.

Conceptual Understandings

Visual texts can immediately gain our attention.

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

Learning Outcomes

talk about their own feelings in response to visual messages; show empathy for the way others might feel

relate to different contexts presented in visual texts according to their own experiences, for example, "that looks like my
uncle's farm."

use body language in mime and role play to communicate ideas and feelings visually

use a variety of implements to practise and develop handwriting and presentation skills

observe and discuss illustrations in picture books and simple reference books, commenting on the information being
conveyed

recognise ICT iconography and follow prompts to access programs or activate devices

Written language - reading 书面语言-阅读 (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 recognise them in new contexts. They understand that reading is
a vehicle for learning, and that the combination of codes conveys meaning.

Conceptual Understandings

Nanjing Times College

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HOW WE EXPRESS OURSELVES
 HOW WE EXPRESS OURSELVES
Nanjing Times College Sean Patrick Finnege, Ling Ding, Jie Chen, Iris Zhang, Hye Young Kim,
Dianne Herbst, Xuan Jiang
PYP Next Homeroom B (Grade 5)

The sounds of spoken language can be represented visually.

Written language works differently from spoken language.

Written language works differently from spoken language.

Learning Outcomes

select and reread favourite texts for enjoyment

participate in shared reading, posing and responding to questions and joining in the refrains

read and understand familiar print from the immediate environment, for example, signs, advertisements, logos, ICT
iconography

make connections between personal experience and storybook characters

Written language - writing 书面语言-写作 (Phase 2)

Overall Expectations

show an understanding that writing is a means of recording, remembering and communicating. They know that writing
involves the use of codes and symbols to convey meaning to others; that writing and reading uses the same codes and
symbols. They know that writing can describe the factual or the imagined world.

Conceptual Understandings

The sounds of spoken language can be represented visually (letters, symbols, characters).

Learning Outcomes

write to communicate a message to a particular audience, for example, a news story, instructions, a fantasy story

create illustrations to match their own written text

discriminate between types of code, for example, letters, numbers, symbols, words/characters

enjoy writing and value their own efforts

Oral language - listening and speaking 口头语言-听与说 (Phase 3)

Overall Expectations

show an understanding of the wide range of purposes of spoken language: that it instructs, informs, entertains, reassures;
that each listener's perception of what they hear is unique. They are compiling rules about the use of different aspects of
language.

Conceptual Understandings

Spoken language varies according to the purpose and audience.

Learning Outcomes

begin to understand that language use is inTuenced by its purpose and the audience

understand and use speciSc vocabulary to suit different purposes

Nanjing Times College

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HOW WE EXPRESS OURSELVES
 HOW WE EXPRESS OURSELVES
Nanjing Times College Sean Patrick Finnege, Ling Ding, Jie Chen, Iris Zhang, Hye Young Kim,
Dianne Herbst, Xuan Jiang
PYP Next Homeroom B (Grade 5)

retell familiar stories in sequence

express thoughts, ideas and opinions and discuss them, respecting contributions from others

listen attentively and speak appropriately in small and large group interactions

listen to a variety of oral presentations including stories, poems, rhymes and reports and respond with increasing
conSdence and detail

retell familiar stories in sequence

participate in a variety of dramatic activities, for example, role play, puppet theatre, dramatization of familiar stories and
poems

Visual language - viewing and presenting 视觉语言-观看与表达 (Phase 3)

Overall Expectations

show an understanding that visual text may represent reality or fantasy. They recognise that visual text resources can
provide factual information and increase understanding. They use visual text in a reTective way to enrich their storytelling
or presentations, and to organize and represent information.

Conceptual Understandings

Selecting the most suitable forms of visual presentation enhances our ability to express ideas and images.

Different visual techniques produce different effects and are used to present different types of information.

Learning Outcomes

realize that text and illustrations in reference materials work together to convey information, and can explain how this
enhances understanding

use appropriate terminology to discuss visual texts, for example, logos, font, foreground, background, impact

realize that effects have been selected and arranged to achieve a certain impact, for example, the way in which colour,
lighting, music and movement work together in a performance

discuss their own feelings in response to visual messages; listen to other responses, realizing that people react differently

use actions and body language to reinforce and add meaning to oral presentations

Written language - reading 书面语言-阅读 (Phase 3)

Overall Expectations

show an understanding that text is used to convey meaning in different ways and for different purposes - they are
developing an awareness of context. They use strategies, based on what they know, to read for understanding. They
recognise that the structure and organization of text conveys meaning.

Conceptual Understandings

Wondering about texts and asking questions helps us to understand the meaning.

The structure and organization of written language inTuences and conveys meaning.

Different types of texts serve different purposes.

Nanjing Times College

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HOW WE EXPRESS OURSELVES
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Nanjing Times College Sean Patrick Finnege, Ling Ding, Jie Chen, Iris Zhang, Hye Young Kim,
Dianne Herbst, Xuan Jiang
PYP Next Homeroom B (Grade 5)

What we already know enables us to understand what we read.

Learning Outcomes

wonder about texts and ask questions to try to understand what the author is saying to the reader.

read texts at an appropriate level, independently, conSdently and with good understanding

recognise a range of different text types, for example, letters, poetry, plays, stories, novels, reports, articles

identify and explain the basic structure of a story - beginning, middle and end; may use storyboards or comic strips to
communicate elements

make predictions about a story, based on their own knowledge and experience; revise or conSrm predictions as the story
progresses

realize that there is a difference between Sction and non-Sction and use books for particular purposes, with teacher
guidance

discuss personality and behaviour of storybook characters, commenting on reasons why they might react in particular
ways

discuss their own experiences and relate them to Sction and non-Sction texts

Written language - writing 书面语言-写作 (Phase 3)

Overall Expectations

show an understanding that writing can be structured in different ways to express different purposes. They use imagery in
their stories to enhance the meaning and to make it more enjoyable to write and read. They understand that writing can
produce a variety of responses from readers. They can tell a story and create characters in their writing.

Conceptual Understandings

We write in different ways for different purposes.

The structure of different types of texts includes identiSable features.

Thinking about storybook characters and people in real life helps us to develop characters in our own stories.

Learning Outcomes

use feedback from teachers and other students to improve their writing

use a dictionary, a thesaurus and word banks to extend their use of language

with teacher guidance, publish written work, in handwritten form or in digital format.

use graphic organizers to plan writing, for example, Mind Maps, storyboards

proofread their own writing and make some corrections and improvements

organize ideas in a logical sequence, for example, write simple narratives with a beginning, middle and end

use appropriate writing conventions, for example, word order, as required by the language(s) of instruction

use familiar aspects of written language with increasing conSdence and accuracy, for example, spelling patterns, high-

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HOW WE EXPRESS OURSELVES
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Nanjing Times College Sean Patrick Finnege, Ling Ding, Jie Chen, Iris Zhang, Hye Young Kim,
Dianne Herbst, Xuan Jiang
PYP Next Homeroom B (Grade 5)

frequency words, high- interest words

Key and Related Concepts

Key Concepts

Key Key questions and Subject

Concepts deSnition Rationale Related concepts Focus

Why is it as it is? There are always underlying Choice, Identity, ConTict, Chinese 语
The understanding that meaning to a movie or story, and Morality 文, English
Causation things do not just they ways in which it is conveyed 英语, Unit of
happen; there are all are linked to what they Inquiry 探究
causal relationships at meaning is. A movie depicts a 单元
work, and that actions story which is made up of
have consequences. connected happenings that
creates a cycle of cause and
effect. Consequences of actions
and decisions in a Sctional or
non Sctional movie as well as in
the movie making process will be
clearly shown and experienced
by the learner.

How is it Learners will be required to Produce, Design, Plan, Mathematics

transforming? change their scripts into a movie, Transform, Adaptation 数学, Unit of
Change The understanding that which will include a change in Inquiry 探究
change is the process enhancement of many aspects 单元
of movement from one of the story (props, placement,
state to another. It is timing, lighting, what to
universal and emphasis, action).
inevitable.
Mathematics: Students use
various statistical graphs to
count their knowledge about
movies. For example: use
statistical charts to count the
movie production and box ofSce
of China in different years.

What are the points During the reTective process of Opinion, View, Understanding English 英
of view? viewing movie footage or their 语,
Perspective The understanding that own movie footage, learners will Mathematics
knowledge is realize that different viewers will 数学, Unit of
moderated by different Inquiry 探究

Nanjing Times College

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HOW WE EXPRESS OURSELVES
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Nanjing Times College Sean Patrick Finnege, Ling Ding, Jie Chen, Iris Zhang, Hye Young Kim,
Dianne Herbst, Xuan Jiang
PYP Next Homeroom B (Grade 5)

Key Key questions and Subject

Concepts deSnition Rationale Related concepts Focus

points of view which have different responses to their 单元

lead to different work and the message their Slm
interpretations, will try and convey. The viewers
understandings and opinion on aspects such as
Sndings; perspectives humor, horror, shock may differ
may be individual, greatly, or not. If the movie
group, cultural or makers achieve the correct way
subject-speciSc. of producing their Slm, they may
be able to manipulate
the audiences perspective in
such a way that they want it to
be.

Mathematics: We teach students

ratios and percentages. In the
Slm competition, the scores of
the judges will be converted into
ratios and percentages.

Developing IB Learners

Learner ProSle

Principled

Open-minded

Risk-takers (Courageous)

Description
Principled: We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and
rights of people everywhere. We take responsibility for our actions and their consequences.

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-taker: 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.

Attitude (Read Only)

ConSdence
Cooperation
Curiosity

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HOW WE EXPRESS OURSELVES
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Nanjing Times College Sean Patrick Finnege, Ling Ding, Jie Chen, Iris Zhang, Hye Young Kim,
Dianne Herbst, Xuan Jiang
PYP Next Homeroom B (Grade 5)

Empathy

ATL Skills

Approaches to Learning

Description
Transdisciplinary Skills: Observing, Organization, Time Management, Comprehension, Analysis, Evaluation, Accepting
Responsibility, Respecting others, Cooperating, Resolving conTict, Listening, Speaking.

Communication Skills

- Exchanging information - Listening, interpreting and speaking

Listening

Listen to, and follow the information and directions of others.

Listen actively to other perspectives and ideas.

Ask for clariScations.

Listen actively and respectfully while others speak.

Speaking

Speak and express ideas clearly and logically in small and large groups.

Discuss and negotiate ideas and knowledge with peers and teachers.

Action

Student-initiated Action

Advocay:

They write and edit the script, made the props, select location of the Slm.

They have decided on what movie topic they would like to present

Some students have researched by themselves movie software.

Attitudes:

They understand how much effort they should put to make a good movie and they made the compliment of their friends.

Students show big interest about movie book

Nanjing Times College

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HOW WE EXPRESS OURSELVES
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Nanjing Times College Sean Patrick Finnege, Ling Ding, Jie Chen, Iris Zhang, Hye Young Kim,
Dianne Herbst, Xuan Jiang
PYP Next Homeroom B (Grade 5)

Assessment & Resources

Ongoing Assessment

What are the possible ways of assessing students' understanding of the central idea? What evidence, including student-initiated
actions, will we look for?

Teachers will continually assess and check and give feedback during the Slm analysis, scriptwriting and movie producing phases
of their learning experience. We will take pictures, small video clips and record their feedback in their inquiry journals.

The students will be asked to make a stop motion video to express their feelings and ideas. The students should work in a
team to Snish this task. They need to brainstorm for a story that can help them express their ideas. They will have to complete a
storyboard to plan for the video. After collecting and making all of the materials needed for the video, they can use cameras on
the phone or iPad to take consecutive pictures. Several apps can be used to make the pictures into a stop motion video.

Making Texible use of resources

Learners may use different locations in the school as different settings in their movies. They may, with the consent of the student
and teacher, ask others to act as 'extra's' in their Slms. They may use various modes of editing and animation special effects to
enhance their movie. They may get or make props to enhance their movie as well as make or buy relevant costumes and make
up.

Student Self-assessment and Peer Feedback

Learners will be given a simple peer rubric to Sll in while they are watching the other groups movies.

Learning Experiences

Designing engaging Learning Experiences

Week 1：
：

Tuning in, Finding out, Sorting out.

L1&L2:

1. Introduce the central idea and talk about the reasons Why would someone choose a movie to express themselves?

2. Next, learners will deconstruct the central idea. What ideas, feelings, beliefs and values are there in different movies?

3, learn the lines of inquiry, students Snd the corresponding key concepts, say the reason?

4. What related concepts do you think belongs to the movie, and why do you choose to use them?

5. Complete KWL

6. Share your last weekend homework in your inquiry journal in the student group. Choose the most comprehensive homework
in the group to share in the class.

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HOW WE EXPRESS OURSELVES
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Nanjing Times College Sean Patrick Finnege, Ling Ding, Jie Chen, Iris Zhang, Hye Young Kim,
Dianne Herbst, Xuan Jiang
PYP Next Homeroom B (Grade 5)

EFL: Learners try their best to write and/or verbalize their thinking during this process in English. Learners are given the movie
posters of well-known movies in differentiated groups and asked to brainstorm and write down the movie's 'idea', 'feelings',
'beliefs' and 'values'. These concepts are discussed in Chinese as well.

L3&L4：
：

1. The teacher selects several different styles of movie selections for students to watch. The teacher prepares the styles of these
movies to be presented on the blackboard. Students choose what style this movie belongs to, and Snally deSne a movie of this
style together.

2. The teacher gives leading questions:

3. Share.

EFL: Learners are given English movie clips as well, and their Sndings and guided questions are in English as well.

Math Integration:

In math lesson we learn Data Handling. Students use various statistical graphs to count their knowledge about movies. For
example: use statistical charts to count the movie production and box ofSce of China in different years.

Week 2:

L1: Share the achievements of watching micro-movies on the weekend and the understanding of the script. (What elements
should be covered in the script? If you are writing a micro-movie script, what story would you like to write?) The teacher teaches
how to write the script.

L2: The teacher teaches students how to write a script. The learners are then grouped according to the story they are interested
in and would like to write, then write the script.

L3 & L4: Group students collaboratively to write scripts.

L5: Staff is needed for Slming. Movie shooting (used by iMovie software, one lens to the end, lens switch). Shooting plan:
preparation of prop costumes (when in place). What roles are needed in the script, casting and training? When and what shots
are taken? Who needs to be involved? What props and costumes are needed? Homework: One lead screenwriter must write the
script.

L6: Finalised script integration.

EFL: Learners encouraged to use words from their vocabulary list given to them at the beginning of the unit.

Week 3:

L1: The teacher teaches how to use iMovie to make a movie and edit a movie. (Subtitles, background music, cast)
L2 & L5: Students make a movie, and teachers provide timely guidance and help.

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HOW WE EXPRESS OURSELVES
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Nanjing Times College Sean Patrick Finnege, Ling Ding, Jie Chen, Iris Zhang, Hye Young Kim,
Dianne Herbst, Xuan Jiang
PYP Next Homeroom B (Grade 5)

Christmas homework: editor editing micro-movies. The remaining students make a timeline of the history of the Slm industry.

Week 4:

L1: Share the completion timeline with learners and allow them to continue Slming.

L2: Check the editing of the movie in groups, and the group members discuss the changes with the editor.

EFL: The credits of some Slms written in English.

Week 5:

L1: Modify the movie, Snalize the movie.

L2: Learners brainstorm how to design an awards ceremony and a poster for their own movies.

L3: Develop award evaluation criteria,

L4: Make invitations and list the people you need to invite.

EFL: Some movies bilingual or English.

Week 6:

L1: MicroSlm award ceremony. The learner's movies are shown to the entire grade and select teachers who were either involved
in the movie process or PYP/School leaders. Their feedback is given to the group in written form and they all play a role in
nominating the Best Slm, Best Editor, Best actor and actress, Best Script, and Best Producer.

EFL: Feedback also given in English.

Math Integration:

In math lesson we teach students ratios and percentages. In the Slm competition, the scores of the judges will be converted into
ratios and percentages.

ICT Section:

Week 13-18: How to make a movie?

Overview and Objectives:

During the learning of How we express ourselves Unit with the central idea that Slms are used to express people's ideas, feelings,
beliefs and values, students learned how to make their own movie in order to consolidate the content and knowledge learned in
this unit.

SpeciScally, students learned a number of apps such as meitu app, stop motion movie and imovie so that they are able to make
a movie. Moreover, students could enjoy the fun in making their own movie.

Learning Activities and Subject Speci<c Skills:

1 explore what is the movie exactly --> know what a good movie looks like

2 how to make a magic picture --> know how to edit a picture by using apps

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HOW WE EXPRESS OURSELVES
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Nanjing Times College Sean Patrick Finnege, Ling Ding, Jie Chen, Iris Zhang, Hye Young Kim,
Dianne Herbst, Xuan Jiang
PYP Next Homeroom B (Grade 5)

3 how to make a video combining existed pictures and videos --> know how to edit a movie

4 how to add special effect, subtitles, head and ending of movie --> know the structure of movie and make a completed movie

5 how to design a movie --> know how to design a good movie including content designing, movie skills and acting skills

Explore and Create:

1 explore more functions such as effects of pictures

2 create a speciSc movie to express your own idea and feelings

ATL Skills:

social skill

thinking skill

Visual Art - creating journey

- rough story and main characters

- targeting audience

- sequential images with rough illustration

- creating a dummy book

- feedbacks

- editing sessions

- meet the publishing company

English section

Emerging phase only

Cambridge Global English Stage 5 Unit 4 – Celebrations

Learners will learn about how people express themselves through celebrations. They will describe celebrations and festivals.
Learn the vocab for birthday/special days.

Oral strand (L + S) - Learners will listen to descriptions about celebrations and make connections between them. They will report
back on their Sndings by describing a festival or celebration: talk about personal celebrations.

Visual strand (V + P) - Learners will create a poster to show their Sndings on the similarities and differences between certain
celebrations.

Written strand (R + W) - Learners will read a descriptive text: The Rio Carnival and an informative text: Pancake

day/Shrove Tuesday. They will learn to visualize context. Their literature for this unit: Horrid Henry. They will also

design a poster and write a short product description.

Nanjing Times College

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HOW WE EXPRESS OURSELVES
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Nanjing Times College Sean Patrick Finnege, Ling Ding, Jie Chen, Iris Zhang, Hye Young Kim,
Dianne Herbst, Xuan Jiang
PYP Next Homeroom B (Grade 5)

Formative assessments

Grammar, writing and spelling tasks.

Summative assessment

Present on a cultural celebration.

Re.ections

General Re.ections

Looking Back

Dianne Herbst Dec 2, 2019 at 9:30 PM

Children struggled to differentiate between 4 factors in central idea. Idea's, feelings, values, beliefs. Are these the idea's etc
of the author of the movie, or is this central idea about the idea's, feelings etc of 'me' the viewer as I am watching the movie?

Hye Young Kim Jan 10, 2020 at 12:01 PM

This unit allows students to consider audience when creating art. They learn targeting speciSc audience cab affect on their
art; the word, pictures, story and main characters and so on

Looking Forward

Hye Young Kim Jan 10, 2020 at 12:05 PM

next step - introducing more picture books around the world that show various perspective such as death, religions, culture
and political issues

Xuan Jiang Jun 3, 2020 at 8:00 PM

Students had enough time to write scripts . Our teachers respected the students’ arrangement of the plot, but it also reTects
the lack of logic in the students’ stories, and some arrangements will be more abrupt. But I think if we analyze other people's
scripts in the early stage, we can teach more details. Then arrange an expert who specializes in performing to guide them.
The outcome may be better.

Nanjing Times College

Page 15 of 18
HOW WE EXPRESS OURSELVES
 HOW WE EXPRESS OURSELVES
Nanjing Times College Sean Patrick Finnege, Ling Ding, Jie Chen, Iris Zhang, Hye Young Kim,
Dianne Herbst, Xuan Jiang
PYP Next Homeroom B (Grade 5)

Stream & Resources

Stream
Dianne Herbst
1
Posted task on Dec 16, 2019 at 2:02 PM

JAN Movie making

13 Summative Paper Monday at 8:00 AM

Learners will show their movies to their peers and a panel of judges (teachers, coordinator, principle). They will get
awards like the Oscars (Best Movie, Best Editing, Best Actor, Best Script, Best Director) and will also be graded
according to a rubric.

Dianne Herbst
2
Posted 4 <les on Dec 16, 2019 at 2:05 PM

Finding_out_and_sorting_out.docx
20 KB Word Document

StoryboardTemplate.pdf
6 MB PDF Document

3_Script.docx
40 KB Word Document

English_vocab_kids.docx
10 KB Word Document

Resources

Dianne Herbst
Posted 2 <les on Jun 3, 2020 at 2:41 PM

Celebrations
In this ppt learners extract knowledge from the Cambridge Global 5 and prier knowledge to explore their understanding of why
and how people express themselves in celebrations. Numerous global celebrations including the Rio carnival are discussed,
differences and similarities explored, and presented on.

6_Celebrations.pptx
20 MB PowerPoint Presentation

D_and_S_of_celebrations.docx
10 MB Word Document

Nanjing Times College

Page 16 of 18
HOW WE EXPRESS OURSELVES
 HOW WE EXPRESS OURSELVES
Nanjing Times College Sean Patrick Finnege, Ling Ding, Jie Chen, Iris Zhang, Hye Young Kim,
Dianne Herbst, Xuan Jiang
PYP Next Homeroom B (Grade 5)

Dianne Herbst
Posted 1 <le on Jun 3, 2020 at 2:39 PM

Tuning in ppt
In this ppt, learners break down the central idea into its related concepts and apply these concepts to well know movies. Group
work. Differentiated.

2_How_we_express_ourselves_tuning_in.pptx
1 MB PowerPoint Presentation

Dianne Herbst
Posted 8 <les on Jun 3, 2020 at 1:48 PM

Movie clips
Learners will watch these movie clips and analyze them according to the student and teacher-guided questions. (couldn't
compress Chinese video clips to vlc format)

media.io_Batman_.mp4
10 MB File

media.io_inception.mp4
7 MB File

media.io_Indiana_Jones_and_the_Temple_of_Doom__8-10__Movie_CLIP_-
_Water__Water__Water___1984__HD__vidconverter.co_.mp4
20 MB File

media.io_It_Came_From_Outer_Space__1953__-_First_Contact_Scene__6_10____Movieclips.mp4
8 MB File

media.io_Jurassic_Park__1993__-_T-Rex_vs._the_Raptors_Scene__10_10____Movieclips.mp4
20 MB File

Rio1_5MovieCLIP-RealinRio2011HD.mp4
10 MB File

Whatisamachine-Funnyscene-3Idiots-AamirKhan-RMadhavan-SharmanJoshi.mp4
10 MB File

Sing2016-ShakeItOffScene6-10_Movieclipsvidconverter.co.mp4
20 MB File

Nanjing Times College

Page 17 of 18
HOW WE EXPRESS OURSELVES
 HOW WE EXPRESS OURSELVES
Nanjing Times College Sean Patrick Finnege, Ling Ding, Jie Chen, Iris Zhang, Hye Young Kim,
Dianne Herbst, Xuan Jiang
PYP Next Homeroom B (Grade 5)

Dianne Herbst
Posted 1 <le on Jan 8, 2020 at 3:20 PM

Awards_night_invite.docx
4 MB Word Document

Dianne Herbst
Posted 4 <les on Dec 16, 2019 at 2:05 PM

Finding_out_and_sorting_out.docx
20 KB Word Document

StoryboardTemplate.pdf
6 MB PDF Document

3_Script.docx
40 KB Word Document

English_vocab_kids.docx
10 KB Word Document

Nanjing Times College

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HOW WE EXPRESS OURSELVES