Our grade 2 students playing with the younger students helped them become aware about being good

role models.

Tuning In
We started this unit by playing team building games that enabled them to show their strengths as a team. To know what good role models are, expectations were set and classroom rules were agreed upon by the whole class. After setting goals and expectations, we analyzed pictures of famous people and made our own definition of role models.

What do we already know about role models?

Tuning In
After setting goals and expectations, we analyzed pictures of famous people and made our own definition of role models.

Looking at and sorting the thick and thin questions

Finding Out
We had learning engagements that enabled us to create questions that will drive our inquiry. We sorted the thick questions and looked for different ways to find out. Through these questions, we started finding out our own beliefs and values as a person. We identified what interests us the most, our talents and strengths.

Finding Out
After finding out about ourselves, we invited resource speakers to talk about their family's beliefs and answer the thick questions that were worth finding out. Our first guest was Julian Torcuator who is a young change maker. Next was Miguel Bermundo who is the director of Dream Big Pilipinas. Third guest was Christian Doroin, the director of SPED Olympics. To develop a different perspective that showed that anybody can be a role model, we invited Ms. Delia Mahinay who chose to work away from her family so that she could provide her family's basic necessities.

Finding Out
We also found out what our school role model should be like through unpacking the DIS Mission-Vision statement and connected the big words with the IB Learner Profile.

Sorting Out
We created an emblem that represented who who we are as persons. It also represented what we believe in and value and how these affected our choices of role models.

This is how we see ourselves as role models.

Sorting Out
We also made a clay sculpture that shows who we are as role models based on the emblem that we created.

Julian

Kevin

Alexie Joaquin

Sorting

Out

We discussed our familys beliefs and values and created a collage of what we think our familys role model should possess.

We watched videos and analysed photos that showed the uniqueness of Filipinos.

Going

Further

Now that we already know more about ourselves, our families and our school, we went further by studying who we are as Filipinos.
We found out more about ourselves by watching videos, analysing pictures and reading texts about what makes a Filipino. We learned a lot about Filipino values, traditions and national symbols.

Going

Further

We also studied the lives of some Filipino heroes and modern day heroes. Through this engagement, we realized why these people became heroes and how they became good role models for us.

We invited the pre-school teachers and presented our learning journey about role models.

Action Summative Engagement

Now that we have deepened our understanding about role models, we showed our knowledge by presenting what we found out in an exhibit featuring our art works. We invited students from different grade levels so that they could learn from our unit.

The purpose of this activity is to let people know how we can all become good role models.

Discipline Integration English

We learned about stories with familiar settings. We read and analysed stories and inquired into how to write our own. We also looked into the language features and organizational structure of this type of text, focusing more on naming words (nouns), parts of a story (beginning, middle and end) and elements of fiction (setting, characters, plot and theme).

Discipline Integration Filipino

We started the unit through oral shared experiences. Students retold their most memorable summer vacation trips with their peers. We read various recount texts for them to be familiarized with the structure and eventually recognized its difference in comparison to the other non-fiction texts. Upon knowing these things, we then carefully went through each part of the recount text. Here, students were able to learn how to sequence events, answer literal questions in Filipino and formulate questions on their own. Students also had opportunities to engage in meaningful indoor and outdoor activities and create simple picture recounts out of these engagements. Sinimulan namin ang yunit sa pamamagitan ng oral na pagbabahagi ng mga karanasan. Ang mag-aaral ay nagkuwento tungkol sa kanilang mga hindi malilimutang bakasyon noong tag-araw. Nagbasa kami ng ibat-ibang tekstong pasalaysay upang maging pamilyar sila sa anyo at makita ang pagkakaiba nito sa iba pang mga tekstong hindi kathang-isip. Pagkatapos malaman ang mga bagay na ito, sinimulan naming pag-aralan ang bawat parte ng tekstong pasalaysay. Dito, natutunan ng mga mag-aaral kung paano ayusin ang isang kwento sa pagkakasunud-sunod nito, sumagot ng mga literal na tanong sa Filipino at bumuo ng mga sariling tanong. Ang mga mag-aaral ay nagkaroon din ng mga oportunidad upang makibahagi sa mga makahulugang gawain sa loob at labas ng paaralan at gumawa ng simpleng larawang pagsasalaysay mula sa mga gawaing ito.

Discipline Integration Math

We inquired into the different ways of reading and writing numbers. We learned how to read and write numbers 1-1000 in numerals, words, sets, roman numerals, expanded form and identify its place value. We also compared, ordered and identified number patterns in this math unit. We also inquired about the reasons why people read numbers in many different ways and how we can apply our skills in reading and writing numbers in our everyday lives.

Discipline Integration Music

We identified the different sound sources that we can hear and produce. We first learned about the sounds heard in our environment. Then, we learned sounds produced by our own bodies; stomping, clapping, knocking, etc. We were also able to produce sound effects using our mouth or voices. We were also able to learn some classroom instruments: hand drums, claves, triangle, sleigh bells, tambourine and hand bells. We described the sound and associated the sound with different feelings, events and moods. We also learned how to handle them with care and how to play them in various ways.

Discipline Integration

Visual Arts

Painting and drawing skills were practiced through the activities done in class. Students used people as subjects of their artworks. Confidence and appreciation were what our class aimed for as they were given independence to practice their skills and eventually once they finished their artwork, they show appreciation of the artwork and their efforts.

Discipline Integration

Physical Education
We started our unit by having fitness tests on health and skill-related fitness components. At the end of the school year, we will be doing the same tests to check our progress and improvement in each component. We focused on different fine and gross motor skills like catching, underhand and overhand throwing, striking and kicking. We played different games which involved these skills.

Discipline Integration

Information Technology
We started by identifying and creating presentations on own role models by using Microsoft PowerPoint and going online to find out what their role models are like.

Students used the online Dance Matt typing software to develop efficiency in speed and accuracy when typing and to acquire basic computer skills. We also began making use of Google Docs for us to be familiar in using an online document application and be exposed to online collaboration.

Discipline Integration Library

We discussed the new borrowing guidelines including the fines for overdue and lost books. We also came up with essential agreements that we will follow during the entire school year. We were given our library cards with a barcode as are allowed to borrow up to 3 books that we can read at home for a week.
We had time to read after each activity. We were given a reading log that we have to fill out after reading a book during library time. From there, we have to distinguish if the book is fiction or nonfiction, rate the book as 1 (great), 2 (good) or 3 (not so good) and tell something that we liked or learned from the book. We learned about the parts and purpose of each part of the book like Title page, Cover, Spine, Body of the book, table of contents, Copyright page, Index and book jacket.