May Third Week

Unit of Inquiry: Students collaboratively worked in groups to construct pertinent questions, both in English and Hindi language for interviewing heads of different departments in school namely accounts, transport, admissions, and food. In the process, they enhanced their social skills by cooperatively working together and making collective decisions in groups. Thereafter, based on the knowledge gained through the interviews, they created a flowchart to show the workings of these departments and presented them to the class to apprise everyone. Post presentations, students used a visible thinking strategy to show their understanding in the journals. To explore the second line of Inquiry ‘The systems within our community’, students brainstormed to identify different organisations within the community and showed their understanding by creating a mind map. Students researched about the organisations (hotel, hospital, and bank) to find out the roles/responsibilities of the organisation, systems, and sub-systems that exist within them. They created a cluster map to describe their findings. Students went for a field trip to the ‘Westin Hotel’. They did a pre-visit and post-visit field trip reflection task to demonstrate their understanding.

English: Students revisited the rules for changing nouns from singular to plural. They were introduced to collective nouns followed by learning new terms for collective nouns. They were also introduced to interjections and conjunctions and understood how to use them to enhance their writing skills.

Math: Students worked in groups to research about line, ray, segment, perpendicular lines and intersecting lines. They used a variety of sources ranging from dictionary and books to iPads. They presented their understanding and wrote it in their journals. The students learned more about angles through the strategy: think pair share and later watched a video about angles :

They further strengthened the concept of angles through an activity. They made obtuse,acute,straight and right angles with paper strips and pasted them in their journals. They attempted a Formative Assessment on area/ perimeter and angles. 

Students were introduced to fractions through the story, ‘Give Me Half! by Stuart J. Murphy’

 They tuned into fractions by using manipulatives. They were given cutouts of circles, squares and triangles to divide  into equal parts. Students identified the unit fraction in each shape with their group members and later pasted them in their journals. They were also given a cutout of ‘Pizza Sheet’ to find the fraction of the shaded piece of the pizza.There was a Summative Assessment of area, perimeter and angles.

Students watched the bedtime story of ‘Goldilocks and three bears’ (Boucle d’Or) in French. Later, they collaboratively associated images with the text, displaying their thinking skills (comprehension and application).They collaboratively thought and derived the learning intention. They enhanced their basic vocabulary as well.

Students were introduced to the list of family members in Spanish, wherein they wrote about thedifferences in genders with definite articles. They also watched a video based on the genders of family members and wrote the same on board, to enhance their writing skills. 

ICT: Students are exploring blocks and other options in Scratch. They used motion, looks, events and control tools to finish designated tasks.They further experimented with all the available blocks. Later, they added their name (as Sprite) and wrote code to animate it by using the block controls. Some of them made their task more interesting by adding a flashy and continuously changing background.They are enhancing their creativity by applying various options of Scratch to do this task. They are gradually enhancing their logical and computational skills within a given task by using various tools.

To enhance reading and speaking skills, students read picture stories (चित्र-कथा), jokes (चुट्कुले) from the Hindi magazine Champak/Nandan and shared them with the class. To enhance writing skills, they formed questions-answers based on the story ‘रानीचींटी’ and wrote the same. Students interviewed the transport head of the school, asked questions about the functioning of their department and wrote the same in their journals. To improve their vocabulary, they engaged in a spell bee activity.

Hindi ab – initio: Students enhanced their reading skills by reading picture stories (चित्र-कथा), jokes (चुट्कुले) from the Hindi magazine Champak/Nandan and shared with their peers. To hone their comprehension and writing skills, they completed a paragraph by filling missing words in sentences . They revisited grammar concepts like visheshan (adjective) through flash cards.

During the Music class, students learned and sang the song “Adventure of a lifetime” by Cold play. They also learned the formula to form a Major Scale. They also played the Major Scale on a Piano. 

Dance lessons were focused on cleaning posture and movement of dance routine with music.It was followed by spilt core workout followed by practice of pencil turn.

Physical Education: Integrating with the unit ‘system’, students understood the International and National organizations involved in different Sports.They also played Football and basketball matches and participated in swimming races.

As the library will be closing for its annual stock check, students returned their outstanding books and enjoyed reading their favorite genres during the library class.

May first week

Unit of Inquiry – Students were assessed on their understanding of ‘Effects of stories on our lives’ through a formative task where they chose morals, idioms and proverbs to create their own stories. They were introduced to different professions related to stories like editor, proof reader, illustrator, publisher, translator and literary agent. They further researched about these professions in groups and documented and presented them to the class. Students were assessed on their understanding of the unit through a summative task where they created their own stories using the story mountain graphic organiser. They presented their stories from the choices provided – role play, puppet show, comic strip and ICT apps (Book creator and Toondoo). Students were introduced to the new Unit of Inquiry ‘Systems’ through a visual presentation where they saw functioning of an organisation and its systems. They brainstormed on the importance of systems and displayed their understanding through a mind map. Students discussed and identified different systems within the class and created flowcharts to show their understanding of how they function. They also interacted with the librarian to understand the importance of  systems in the library. They collaborated within their groups and suggested new systems to be set up and followed in class.

English – In tune with the unit on stories, students understood how to create a character sketch while including all relevant descriptive details. They were introduced to similes and how to incorporate them in their writing to make it more vivid. They participated in the character parade with zeal and enthusiasm and confidently spoke about their chosen character. Descriptive writing using sensory details was also introduced wherein they got to know how to enhance their writing and add details to make it interesting for the reader. The concept of prefix and suffix was introduced following which, they were able to identify the root word and add a suitable suffix and prefix. The concept was strengthened with the use of interactive games on the smart board and other writing activities.

Math – Students were introduced to the concept of 3D shapes through videos and class discussions. They identified the properties of 3D shapes (edges, vertices and faces) and created various shapes using clay. Their understanding was further strengthened with a ‘Scavenger Hunt’ game, wherein they made real life connections by identifying 2D and 3D shapes in their environment. The students applied their understanding of the concept to attempt a Formative assessment on shapes. Students tuned into area and perimeter with the viewing of audio visuals and during class discussions that focused on the terms and their units. They measured some objects in the classroom and calculated their perimeter. They also played a quiz to strengthen their understanding of the concept.



They drew shapes like square and rectangle on a graph paper and calculated their area and perimeter.

French – Students individually received constructive feedback on their homework based on the concept of ‘animals’ following which they were  peer-assessed. In order to properly assess the work of their peers, students were apprised of the assessment criteria. They developed their thinking skills (comprehension and application) and social skills (accepting responsibility and respecting others).

Students watched a folk tale in Spanish and made comic strips based on their understanding. They used Spanish expressions and phrases to describe the comic strips. Students learned new vocabulary in Spanish and effectively used their self management and thinking skills during this class activity.

Hindi – To enhance their reading and speaking skills, students read and discussed the story ‘रानी चींटी’,  wrote difficult words with their meanings. After observing a picture, they completed ‘संवाद लेखन’ dialogues and learnt the use of adjectives विशेषण and punctuation marks विराम चिन्ह’. This was done to enhance their writing skills. To improve their vocabulary, they engaged in a spell bee activity.

ICT –Students were introduced to Scratch which is a block-based visual programming language. It is primarily targeted at young children. It has slide-and-drop programming blocks which allow students to explore and experiment with the ideas of computer programming by using “blocks” that are put together to make simple codes. Students are exploring the tool and various blocks within it. They have learned the technique of changing the background, starting and running code and forever loop. 

Visual Art – Students are about to complete their background scenes for the story, ‘Dotting the eyes on a painted Dragon’. They are in the process of making a dragon puppet to create an effective storyboard.

Music – Students learned about Major Scales and sang C Major Scale.  They also learned and sang the song  ‘We will rock you ‘by the band Queen.

Library – As the crowned owl ceremony day is coming close, students seem very excited and eager for the celebration. The librarian has assessed student  reading logs by asking a few questions about the stories read by them. The final count of the books has been registered for selecting the students who will be felicitated during the crowned owl ceremony which is a part of the reading program at school.

Dance lessons were focused on creating a jazz dance routine set to music. Students were also introduced to a combination of strengthening exercises.

P.E – Students practiced basketball passing skills like bounce pass, chest pass and later on played a match. In Football, they practiced long passing, short practiced and partner passing which was followed by a match. In Gymnastics children practiced front roll, split and different types of jumps.

April Third Week

Unit of Inquiry – In the Unit of Inquiry classes, students wrote stories using the story mountain graphic organizer. A storytelling session was taken by  Ms Dogra, a parent, who narrated a story on waste management and discussed about  people involved in publishing a book. She also shared some tips about the essentials of writing a book. Students attempted their first formative assessment wherein they used the elements of a story to create their own stories and provide a suitable solution to the problems faced by the characters. For the second line of inquiry,students saw a video on the origin of Panchatantra stories and engaged in a discussion about what fables and folktales convey. They read fables from different countries, analysed the elements of the stories and presented them to their classmates. A guest speaker session was conducted by the drama teacher, Mr. Imran Khan, who spoke  about the elements needed to write a story. Mr. Jimmi Chishi, the art teacher, also interacted with  students on how shadow puppets play a role in storytelling and showed them the technique of making shadow puppets. The session was interactive and thoroughly enjoyed by the students.

 English – Students were introduced to the sub-genre ‘comic strip’ through a collection of comic books and graphic novels. This was followed by a discussion, where they were familiarized with terms like dialogue, panels and speech bubbles. They revisited onomatopoeia and used it in the comic strips they created. Students were introduced to ‘Flat Stanley project’. They created their own individual flat Stanley figures using different shapes and sizes suitable for different climatic conditions and traditions. They explored character mapping by watching a short story and wrote about the traits of the character in a graphic organizer. They were introduced to words like antagonist, protagonist, character trait etc.

Math – Students were introduced to the concept of number patterns. They had a class discussion on patterns and made real life connections using the ‘chalk and talk’ strategy which was  followed by creation of number patterns. Students attempted a summative assessment on measurement. There was a discussion on regular and irregular shapes. The students applied their understanding of the concept of time to attempt a Formative assessment on the same.

Hindi – To enhance reading and speaking skills, students read the paragraph ‘मेरे जीवन की यादगार घटना’ and shared their anecdotes. They made mind map of the story Birbal ki khichadi. They created a picture story ‘चित्र कथा’ wherein they wrote dialogues, drew images and presented it to the class. They enhanced their writing and presentation skills in the process. To make learning more interesting, students did a fun activity of enacting Hindi jokes (चुट्कुले)

In their Hindi ab-initio classes, students read aloud and wrote poems to enhance their reading, writing and speaking skills.  They revisited different grammar concepts using flash cards.

French –In pairs,students researched about names of pet animals in France and India,while also finding out the rules and regulations needed for keeping them. They organised their research findings in a graphic organiser of their choice. Later, they presented their work through a group discussion. They developed their research skills (collecting data, organising data and presenting the research findings), self-management (organization and time management) and social skills (cooperating and group decision making).

Spanish – Students were introduced to the list of various members in a familyin Spanish, wherein, they were taught the article to be placed before each relation and its pronunciation.Students also watched a video based on the same in order to better their pronunciation.

Visual art–Students continuedworking ontheir storyboards, ‘Dotting the eyes on a painted dragon’. They are in the process of creating different scenes for their puppet. While doing so, students are also honing their colouring skills. 

Library – Students borrowed and readbooks on folktales, to learn about the diverse cultural traditions of our country and develop a greater appreciation of their family heritage.

Dance lessons were focused on observation of a jazz dance routine with music. In addition, combination of jazz walk, isolation and pirouette were practiced for better clarity of the fundamentals of jazz. 

Music –Students learned different types of story-based music like Ballads, Opera, and Musical Drama etc. They also learned how to write and compose story based songs.Students composed, sang and presented their own songs.They also learned about Major Scales.

ICT –Students explored Toondoo, an online comic strip creation tool, to create a story of their own. They wrote various stories using the tool and learnt the nitty gritty of making a comic strip. They added background, characters, dialogues and pages in their online comic books.

PE – In their swimming class, students understood the importance of distance and speed to improve strokes. They explored breathing technique in the pool.They were introduced to basic backstroke skills like back floating, body position and kicking that helps open up chest muscles. It also strengthens the upper back,which in turn helps maintain better posture.

April First Week

UOI : Students learned how to create an effective story emphasizing on the genre, plot, characters, place/setting, protagonist, antagonist, problem and solution. They strengthened their understanding of these elements by arranging them in a graphic organiser – story mountain. Students are also busy preparing their digital portfolio for the Student led Conference.

Math: Students were introduced to the concept of temperature.They brainstormed about the term ‘temperature’ and made real life connections through ‘chalk and talk’ strategy. The concept of time was revisited. Students used dummy clocks and an online interactive clock to read, understand and represent digital time. They were apprised about conversion of time. Students also discussed the vocabulary related to time- half past, quarter past and O’clock.

English: Students presented last week’s homework to the class, wherein they had written informal letters to their parents inviting them for the Student Led Conference. They were assessed on their understanding of spellings. They spent time preparing the English board and games for the Student led Conference.

Hindi:To enhance their reading skill, students read a story ‘बीरबलकीखिचड़ी’and had a discussion on it. They made a mind- map outlining the key points of the story, to show their understanding in an organized manner. Students also worked on their SLC portfolio.

In their Hindi Ab-initio classes, students enhanced their reading skills by reading short stories. They also developed their writing and thinking skills by creating words from given letters. 

Spanish: Students were given a formative assessment to assess their knowledge of numbers in Spanish. They cleared their doubts about numbers and understood the concept of accents and spellings while writing them.Students also listened to the Spanish folk tales and displayed their thinking and self-management skills by comprehending the story and its related vocabulary.

French: The objective of the French lesson was to get well versed with the vocabulary of animals. For deeper understanding of the same, and for strengthening foreign language speaking skills, students watched various videos including the French version of the famous rhyme “Old Mc Donald had a farm” and few famous bed time stories. In groups, students created a list of the animals to enhance their vocabulary. They developed their social and thinking skills too.   (Animals) (Dans la ferme de Mathurin)

ICT: Students were introduced to ToonDoo, an online tool to create comic strips in a fun and easy way. It helps students to create visually appealing cartoon comics. They learnt how to pick a panel, addnumerous characters of humans and animal formwhich can be dragged into thepanels.They also learned toadd various backgrounds and scenes to set the period of the comic. They are learning to create stories using Toon Doo.

During the dance lesson, students focused on cleaning a jazz dance routine with music. Combination of jazz walk, isolation and pirouette were introduced to enhance understanding of space.

Library: Grade 3 children were given a variety of picture books to read and find out the learner profile in the stories. Students discussed their stories and shared their understanding about the learner profile highlighted in the book.

Swimming rules and regulations ,focus on health and hygiene were introduced during PE lessons this week.Students practiced breathing, gliding, kicking, floating and co-ordination while swimming.They played some recreational games like Ball passing and Marco polo.

Art: The Chinese story, “Dotting the eyes on a painted Dragon” was read to the students as an integration with the unit and to show how stories can be used to communicate. Students are in the process of creating scenes of the story to create a storyboard.

Music:Students learned about different story-based music genres and the technique of composing songs using stories. Following this, they composed theirown songs using different stories(fictional/non-fictional) and sang them in the class. Students are also learning about basics of Major Scale.

March Fifth Week

UOI : Students inquired and created a timeline about how stories started from caves through drawings and how they are being shared in the present.They understood the differences between genres like folk, fables, myths and legends through a classroom discussion. In their library class, they browsed through various sections of the library and understood how books were organized. In the process, they found out different sub genres and books under different categories. They read a story and analyzed its elements like character, plot, problem etc. They understood that a well-constructed story should include all the elements.

English : Students revisited the format and checklist of an informal letter by going through the same in their journals. They further revisited parts of a letter namely heading, address, greeting, body and signature line through a discussion. Students wrote individual informal letters to their friends telling them about how they spent their spring break. As integration with the current unit of inquiry, students were narrated a story. This was followed by identification of the five elements of a story namely character, setting, conflict, plot and theme.

Math : Students brainstormed about the term ‘temperature’and created a mind map to showcase their thoughts. They learned about the standard units of temperature the technique of reading a thermometer. Students also did a recap of time, reading the clock and displaying the time in 12 hour format.

French : Students received feedback by the teacher and self-assessed their homework on the verbs ‘ETRE’ and ‘AVOIR’, hence developing their thinking (comprehension and application) skills.

Spanish : Students did a recapitulation of the body parts and clothing learned in previous classes. They also worked on Student Led Conference by creating their portfolios and writing their reflection based on the activities done in class.Students were also told about their errors in the homework sheets and how to correct them.

Hindi : To enhance their reading skill, students read a story ‘बीरबलकीखिचड़ी’ with correct punctuation marks, pronunciation and intonation. They identified the structure ofसंयुक्तव्यंजन and constructed sentences from संयुक्तव्यंजन to enhance their writing skill.To improve their vocabulary, they took a spell bee through an interactive activityH

In their Hindi ab-initio classes, students enhanced their writing and comprehension skills by doing various exercises. They recited a poem ‘aamvaalaa’ and enhanced their vocabulary by learning new letters and maatraa words. They honed their speaking skills by engaging in self introductory exercises.

During the dance lesson, students focused on cleaning of a jazz dance routine with music. Combination of jazz walk, isolation and pirouette were introduced to enhance understanding of space.

Music :Students were apprised about Major Scales (C Major Scale) and all terms related to it like Notes and Scale. They also learned how to form a major scale (Formula of Major Scale). They enjoyed learning the song “What a Wonderful World”I

During the ICT classes, students discussed different ways of constructing a story, important elements of a story and the apps that can be used for storytelling. They wrote their understanding of the same on a Padlet wall.

Physical Education: Students practiced basketball passing skills like bounce pass and chest pass.

Bounce pass- To execute a two-handed bounce-pass, start the ball at your chest, step toward your teammate and push the ball (flicking your wrists) to your teammate.

Chest pass- Execute by gripping the ball on the sides with the thumbs directly behind the ball. When the pass is thrown, the fingers are rotated behind the ball and the thumbs are turned down.

Students also played some recreational games like 3-A-side basketball match and dodge ball.

Visual Arts : While integrating with their current unit, under the TD Theme ‘How we express ourselves’, students inquired about “puppetry” as a form of storytelling. Through a presentation on, “Puppets from India”, students gained an understanding of puppets from different states of India, their unique style, and materials used in creating them. They also analyzed different types of puppets like string, shadow, rod, stick, finger, and glove puppets. 

Library : Grade 3 children shared stories read from the books bought from the book fair and the books that they read during the Holi break.

March 3rd Week

UOI: Students attempted their summative assessment on Migration, wherein they analysed push and pull factors and the impact of migration, based on a scenario given to them. They also shared their perspective on whether the migration has proved to be a  boon or bane. The students  tuned into a new unit on ‘Stories’ through a treasure hunt activity. They found characters of famous stories, categorized them and found  storybooks which can be paired with these characters. They guessed that the new unit would be on stories. Carrying the discussion forward, the students used writing techniques like free writing, listing, mapping etc. to explain their understanding of the term stories. They were given a mixed bag of story books which belonged to different genres. They identified that the books belonged to various genres like fiction and non-fiction and further classified them into sub-genres.

Math: Students were introduced to the concept of volume. They understood facts like 1000 milliliters make one liter. They also did activities using measuring jars to measure liquids in liters and milliliters. They learned the difference between capacity and volume. Students were given pictures of a measuring jar and asked to estimate the amount of water in the jar. They strengthened their understanding by solving problems that involved converting, comparing, adding and subtracting measurements of liquids. Students also solved word problems, thereby, connecting to the real world.

English: Students were introduced to letter writing through an engagement where they observed a variety of letters. After going through the samples, they identified and segregated them under two groups – formal and informal letters. In groups, they were given opportunities to identify and share differences between formal and informal letters. They were familiarized with different parts of a letter namely heading, address, greeting, body and signature line.

French: Students listened to the conjugation of the verb ‘ETRE’ (to be) and AVOIR (to have) through the DRILL technique where they repeatedly sang the ‘Verb songs’ by Alain Le Lait to memorize the pronunciation and conjugation of the verbs. Using a graphic organizer of their choice, they presented the conjugations in their journals. They collaboratively played the game ‘Find the pair’ wherein they matched the subject pronoun with its conjugated verb to reinforce their learning. They framed sentences with the verbs using their prior knowledge and referred to dictionary and smart board to build new vocabulary. They developed their thinking skills (acquisition and application of knowledge) through this activity. (verb- Avoir)  (subject pronouns) (verb- Etre)

Students learned body parts in Spanish and also watched a song on the same for better understanding and pronunciation. They worked on their Student Led Conference, wherein they created content for their digital portfolio based on reading, writing, listening and speaking skills. Please find attached the link of video shown to students.  (Body parts song)

To enhance reading ,listening and speaking skills, students read the story ‘रंगीन पक्षी’ and formed questions on the same. Students wrote informal letters to their grandparents describing their UOI presentation. To enhance their writing skill, students identified संयुक्तव्यंजन and used them in paragraph writing.

P.E – Students were introduced to Basketball.They practiced ball grip with stance, dribbling and footwork.

Stance: Point forward and position them slightly wider than your knees, which should be shoulder-width apart. Place your weight on the balls of your feet (but not on your toes), and keep your heels off the ground.

Dribbling: Bouncing the ball on the floor continuously with one hand while walking or running down the court.

Footwork: Line Pivot- right foot forward, or right foot reverse and players do that pivot at the elbow.

In the Music classes, students learnt about the Formula for forming Major Scale(C Major Scale).They also learnt the song “What a Wonderful World” by Louis Armstrong.

Dance lessons were focused on cleaning up of a jazz dance routine with music.In addition, a combination of jazz walk, isolation and pirouette was introduced to the students.

ICT – Students were introduced to AI (Artificial Intelligence) through a video and briefed on how it is helping change lives. They explored an online tool based on AI, where whatever they drew automatically got converted into a beautiful illustration.

Art : While connecting with the Central idea, ” Stories communicate meaning and can be shared in many ways”, students listened to a folk story, “It’s only a story” by Cathy Spagnoli” and observed the warli art illustrations. Students read stories in groups and observed illustrations based on different artistic techniques while identifying the key elements of the story.

Library: Students exchanged their books and issued one hindi and one English book for home.They also shared the stories that they read in the previous week with the entire class.

March 1st Week

 During the unit of inquiry classes, students further strengthened their understanding of the reasons and the impacts of partition of India and the
California gold rush on the respective nations and the world at large. They recalled the positive and negative impacts of migration on the origin country and the host country through class and group discussions. They diligently practiced for the unit of inquiry presentation. Students also attempted a formative assessment on reasons and impact of migration.

 Students were shown samples and introduced to opinion writing during
English classes. They were given thought provoking real life scenarios to brainstorm and share their opinion. They also gave reasons to justify their opinion. Students integrated with their unit of inquiry on ‘Migration’ by giving their opinion on whether migration is a boon or a bane.

During Math lessons, students were introduced to the unit of mass. An
exploration corner was set up which housed a weighing scale and various objects of different weights. Students came in groups and tried to find out the objects that had the same size but different weight, same weight but different size; objects that weighed more than 1 kg and less than 2 kg. They also practiced conversion sums from larger unit to smaller unit and vice versa.

Hindi: To enhance their reading and speaking skills, students read the story ‘रंगीन पक्षी’ and discussed it in class. They also discussed about migrant personalities and push and pull factors that decided the need for migration.

In their Hindi ab-initio classes, students read a story ‘bandar aur chidiyaa’ and enhanced their reading, writing and comprehension skills by doing exercises based on the story. They revisited viseshan (adjective) and kriya (verb) using flash cards. They learned about the push and pull factors related to famous migrant personalities.

 Students enthusiastically practiced the French version of the song ‘Together we can change the world’ for their Unit of Inquiry presentation.

Students enhanced their social and communication skills while rehearsing
Spanish version of the song ‘Together we can change the world’ for their UOI presentation. Students also learned new vocabulary words through this song.

Visual art: To create a textile design/ pattern students repeated their motif by using a cut-out. They carefully traced the design to create a pattern and coloured it keeping in mind the Indo- Persian elements. Students refined their work based on the feedback given and also reflected on the designs they created.

Library: Grade 3 children celebrated American litterateur Megan McDonald’s birthday whose most popular series ‘Judy Moody’ is much appreciated and loved by the children of primary grades.
The Judy Moody series follows the humorous adventures of a third grader with plenty of attitude and a mood to fit every occasion. This delightful series is loaded with laughs and moments of wisdom as readers follow Judy through her oddball adventures. Author Megan McDonald received Garden State Children’s Book Award for penning this Younger Fiction series.

Students created independent solo routine with music of their choice. Split
and core workout helped them balance on their toes. They learnt Latin dance form salsa as part of their unit related presentation about the impact of migration.

Music: The students practiced karaoke singing and gave a solo performance using drums and keyboard. They also explored various genres of music.  

ICT:  Students gave final touches to their Scratch projects and were assessed on them. They made beautiful presentations and learned basic coding through Scratch.

PE: Students practiced badminton skills like forehand gripping, stance and forehand rally. Introduction to the forehand serve enabled them to manoeuvre their body around the net, with the shuttlecock and racket. 
International Mother Language Day was celebrated on 21 st  of February. The main purpose of celebrating this day was to promote linguistic diversity & multilingual education so as to highlight greater awareness for the mother tongue. Parents volunteered & conversed with students using different languages while engaging in storytelling, dancing and singing.

February 3rd week

During the Unit of Inquiry classes, students inquired into the history of human migration to understand various reasons for  migration. They also marked the route taken by our ancestors to populate the entire planet. (How Humans Migrated Across the Globe)

They further probed into the history of mass migrations that have changed the political scenario in today’s world; California Gold rush and Partition of India. They critically analysed the reasons and impact of these events in shaping history, not only on the respective nations but also on the world. (California Gold Rush) (California Gold Rush) (Partition of India)

Students went on a field trip to the Sultanpur Bird Sanctuary. It lead to a deeper inquiry by providing students with visual and practical knowledge about ariel movement of the birds around the world and understanding migration as a form of adaptation and survival.

English – Students revisited the steps involved in creating a timeline where they were given the opportunity to exercise their choice. They created remarkable timelines related to their journey since birth. Students used unit related books and audio visuals to discuss about migration case studies and shared their opinions with their peers. Students read the book ‘When Jessie came across the sea’ by Amy Hest. They shared their understanding of the story and reasons behind migration of the main character Jessie. As the week progressed,students were assessed on their spellings through a spell bee.

Math – Students were introduced to conversion of length. They learned conversions of kilometer to meter, meter to centimeter and centimeter to millimeter. This was followed by practice of addition and subtraction sums related to length. Students were able to compare, add or subtract lengths expressed in different units. They also attempted a summative assessment on Division and Data Handling.

Hindi –  As integration with their current unit, students recited a poem ‘प्रवासीपक्षी’ and wrote a अनुच्छेद based on their understanding. To improve their grammar, they identified verbs (क्रिया) and constructed sentences using them. A brief introduction of formal and informal letters was given too. They explored the format of informal letters and wrote an invitation letter to their grandparents.

In their Hindi ab-initio classes, students discussed about famous personalities who migrated from different parts of the world and main reasons behind their migration. They framed questions after watching a video ‘कछुआऔरहंस’ to be able to enhance their comprehension skills. They revisited different ‘व्यंजन’ (consonants) and ‘मात्रा’ (maatraa).

Students learned numbers from 51 to 100 and their pronunciation in Spanish. Students also participated in class activities based on animals and clothing, wherein they were given colored slips to match the animals and clothing in Spanish with their corresponding translations in English. Students also unjumbled words in Spanish.

Students identified subject pronouns. They watched a video and understood subject pronouns in French. Through the ‘SUBJECT PRONOUN CHANT’, they collaboratively displayed their understanding by demonstrating each pronoun through actions. They reflected on their individual understanding by illustrating the subject pronouns through ‘match stick figures’.

Music- Students inquired and discussed about the challenges and opportunities that migration provides a musician. They sang the song – what a wonderful world and performed vocals and instruments solo for their Student Led Conference portfolios.

During dance classes, students were introduced to the basics of salsa dance, starting with the feet positions to the head technique. They also concentrated on spotting and style. Different techniques used during the dance routine were also demonstrated.

ICT – Students were introduced to Scratch Junior. They learned various functions of the tool like giving directions, voice recording, adding sprite and background for a project. They tried writing basic code using blocks in the application. Students had fun while learning to program.

P.E – Students were introduced to Badminton:

Forehand Gripping – Student keeps the finger space between grip leaving three fingers on grip.

Stance – Student keeps the knees bent and the racket in a neutral grip.   

Forehand Rally – Student keeps racket hand up, prepares for the incoming shuttle and with a throwing move, draws his/her hand behind the shoulder. 

Art – As an integration with the unit of inquiry, ‘migration throughout history’, students explored the influence of Persian elements on Indian art, architecture, and weaving. They analyzed designs, patterns and colours to understand the Indo-Persian elements. Students created a motif incorporating the elements to display their knowledge and understanding. They are in the process of creating a textile design.

Library – Students borrowed a graphic novel and a junior classic this week from the library. They also shared their review of books that they had read over the last week.

February 1st Week 2019

During the Unit of Inquiry classes, students tuned into the new unit on ‘Migration’ under the trans-disciplinary theme- ‘Where we are in place and time’ through an activity, where they were divided into groups and were asked to move to other classes to be with different teachers and students. For the next engagement, they were given a chance to choose the class and the activity they wanted to join. They shared their feelings describing the forced movement and the voluntary movement from the class. They unscrambled the central idea of the unit and presented their understanding of the same through a KWL Chart (Know, Wonder, Learn), what we know, what we wonder, what we have learned. They also brainstormed and reflected on their understanding of the term, ‘Migration’ through the thinking routine ‘Y’ chart, describing what it looks like, feels like and sounds like.   (Why do people move?)

They read an award-winning book ‘Grandfather’s journey’ and analyzed the pros and cons of migration through PMI (Plus, Minus, interesting) strategy whereby they described the positive, negative and interesting aspects of grandfather’s journey in terms of migration from Japan to America. They inquired into the types of migration and classified different scenarios into internal and external migration. They further analysed the terms migration, emigration and immigration. (What is migration, immigration and emigration?)

 Students interviewed their parents/grandparents/helpers at home to find out the reasons for migration and categorised them under push and pull factors that led to their movement. They also analysed scenarios to identify the different push and pull factors responsible for migration. They researched about the impacts of migration on origin and destination countries and presented their research work in  class. They could also differentiate between the terms migration and vacation.

English – Students were introduced to the concept of ‘Subject and Predicate’ through an interesting classroom engagement.This was followed by a discussion and written work in the journal. Students further strengthened their understanding by identifying and marking ‘subject and predicate’ in a newspaper article. They took turns to read a unit related book ‘Grandfather’s journey’ as a part of their reading assessment. They researched about the country they would like to migrate to, with reasons. After watching real life scenarios of children who migrated to different countries for various reasons , they discussed their opinions.

Students also revisited action verbs and were familiarized with linking and helping verbs. They further absorbed the concept through visual presentations and classroom engagements. To show their understanding, students wrote about the verbs,giving examples in their journals. As the week progressed, students were assessed on their understanding of spellings. They enjoyed engaging in the culmination activity of the novel study ‘The Eyes of the Eagle’, through tic-tac-toe.

Mathematics – Students revisited the concept of division and practiced long division in their journals. They further strengthened their understanding by solving division word problems,thereby making real life connections. They were introduced to the concept of measurement. An exploration corner was set up containing devices used for measuring, such as beakers, medicine cups , weighing scale, inch tapes, to measure dals and pulses, cheese and butter packs, juice cans, water etc. Students came in groups to sort these items.One group sorted the items based on the units used to measure them. Another group sorted based on the devices used for measuring them. Students demonstrated ways of measuring length using standard measurement units.There was a discussion on what is measurement, and how  in  daily lives one  requires to measure things and how things could go drastically wrong if measurements were not taken into consideration while building houses, designing clothes, buying vegetables etc. There was also a discussion on different units for length(mm, cm, m, km). Students learned how to use a ruler / measuring tape to measure – starting from “0” and not “1”. They also displayed the relationship between millimeter and centimeter on the ruler.Students were divided into three groups and given the roles of tailors, builders and decorators. They chose their devices for measurement from a variety of standard tools, and supported their choices with a reason. The builders are in the process of designing a doll house, the tailors – a headband, two wristbands and a waistband for a member of their group and the decorators – 4 coasters for a student table.

Hindi – To enhance their listening and speaking skills, students watched a video ‘अनोखीयात्रा’ and had a discussion about migratory birds.To enhance their writing skills, they sorted difficult words, formulated questions  based on the story and wrote their answers . In context of their current unit, students recited a poem’प्रवासीपक्षी’ and identified synonyms for a  few words which enhanced their vocabulary.

During their Hindi-ab-initio classes, students watched a video ‘अनोखीयात्रा’ to enhance their understanding of bird migration and engaged in a discussion about migratory birds. They revised different maatraain words. They learned to make questions after reading a story ‘दोस्तीकीपरख’. Students highlighted difficult words and discussed their meanings in order to enhance their vocabulary related to the Hindi language. To enhance reading and writing skills, students have identified aa,ii, oomatras and their words, simple sentences and wrote the same in their journals. To enhance their listening and speaking skills, they watched a video and had a discussion on the same.

Art – Students observed designs, patterns, and colours on fabrics to understand textile designs. They displayed their observation and understanding by creating artwork using a medium of their choice. Students watched a video of the traditional weaving loom to understand the weaving process. Terms like warp, weft and different types of fabrics were also discussed. 

Students shared their winter break experience and chose to translate a few words in French. They also started working on their Student Led Conference. They were given an opportunity to choose their buddy for role play, hence promoting learner agency. Through the role play, they developed their communication and social skills.S

Students learned how to pronounce animal names in Spanish. They were also introduced to the different types of clothing and their Spanish translations, which made the students more fluent in the language. 

P.E –  The much awaited DPS International 2nd Athletic meet, 2019 was held  with great zeal and excitement. Students from grades 3 to 5 competed in events that included sprints, relays, lemon race, 3 legged race and skipping race. The meet marked Republic Day celebrations at school.

ICT – Students discussed the unit that they chose for SLC. They worked on Microsoft Word and PowerPoint to complete their task.

Music – The students clapped, played percussion instruments and used h their voice to showcase their understanding of dynamics.They listened to folk songs and tried to identify the tone  of the composition, later developing an understanding of Timbre.

During the dance lessons, students were introduced to the basic elements of jazz. They learned the jazz walk through a toe-heel technique, which aimed to create a better understanding of balance. There was a discussion on better opportunities for jazz dancers in different parts of the world.

Students drafted few essential agreements to be followed in the library.

December 3rd Week

During Unit of Inquiry lessons, students further explored about the effects of waste on the environment, human health and plants and animals. They watched a video on types of pollution
( and identified the cause and effects of different types of pollution by taking notes from the video. They used the strategy ‘I used to think…. Now I think…..’, to write their understanding on ‘global warming and greenhouse effect’. (Video on greenhouse effect – and global warming –
A guest speaker session was conducted by the NIE representative – Mr. Sanjeev Kumar Chauhan, (a Delhi state awardee for recycling paper) to create an interest about recycled paper toys. The students enthusiastically interacted with him and learned to reuse some of the old newspapers to make a star, animal masks and bird. The students also visited the water and sewage treatment plant in school to understand how waste water is managed and reused in school. They attempted the first formative assessment on ‘types of waste and its effects’ and chose a cause-effect graphic organizer to record their response.
The students went for a field trip to a ‘composting plant’ to understand how segregation of waste and composting is undertaken. They wrote a reflection on the process and importance of composting after the field trip. The last line of inquiry encouraged students to investigate and find the different methods of waste management. They identified some common waste management strategies like landfill, incineration, composting and the 7Rs. All the sections of grade 3 collaborated and created stations on all the 7Rs, thus enhancing their knowledge.
To learn more about the different waste management strategies adopted in other countries, the students researched in pairs and shared the knowledge with their peers in class. They attempted a formative assessment on the ‘waste management strategies’ by creating posters.
Students attempted the summative assessment to demonstrate their understanding of the unit. They were given a few scenarios out of which they had to choose one and answer questions related to the same. The unit was thoroughly enjoyed by the students as they discovered various facts about waste created by human activities, the impact it has on the environment and how it can be managed.

During English classes, students shared their prior knowledge of the concept of ‘contraction’ with the help of a game. They were given contractions and their expanded forms randomly and they paired up with their partner  who had the relevant contraction. They practiced contractions through games and drill sheets. Students were also introduced to the concept of slogan writing. They analyzed pictures and created slogans for the same. Students summarized and wrote a paragraph on different ways of keeping the planet green after watching the story, ‘Charlie and Lola – Look After Your Planet’  (unit related)

They also read and summarized a newspaper article from Times of India, ‘What New Delhi can learn from Beijing’ on ways to manage pollution and waste. Students wrote a note to Santa Claus asking for his help to make the planet  green and clean. Students also attempted assessments on writing skills, pronouns and genders.

Math: The concept of data handling was introduced to the students through a pair activity ‘Knee to knee, eyes to eyes’. Students were familiarised with the elements of a bar graph like title, horizontal axis, vertical axis, scale, interval and bars. This was followed by plotting bar graphs on data provided to them as well as data based on surveys conducted by them. For example, students went around conducting a survey on their peers and school staff to find out levels of different types of waste (plastic, vegetable peels, paper etc.) created in their homes. They took it forward by plotting the data (findings) on bar graph sheets. Students interpreted a bar graph and did related exercises in their journals. They were assessed on their understanding of the concept where they plotted the given data on a bar graph.

Students were introduced to division through an engagement where in groups they created a mind map to show their understanding of division. They wrote vocabulary related to division (divisor, dividend, quotient and remainder) in their journals and they were  familiarized with the rules of division. To begin with, they explored the two strategies i.e. making groups and repeated subtraction, in their journals and solved sums using the two strategies. Thereafter, they were introduced to long division using number tables. They solved sums using long division method in their journals.

In their Hindi classes, students enhanced their reading and writing skills by reading the poem based on plastic waste and wrote difficult words and their meaning. They used the words to form sentences too.

Students enhanced their thinking and reading skills through a picture story. Later they summarized it and presented in the class. They read a comprehension passage and replaced nouns by pronouns “सर्वनाम .”

To enhanced  their vocabulary skills students attempted spell bee and correction work. 

In their Hindi ab-initio classes students enhanced their writing and thinking skills by writing dialogues and paragraph. They watched a video about ‘kharagoshaurkachhuaa'(खरगोशऔरकछुआ) and learnt and wrote new words from the story. They discussed about the possible ending of the same story.  They watched a video related to Christmas and discussed about some similarities between Hindu festival ‘Janmashtami’ and the same. They revised their ginteeof numbers and names of colours by various activities.

The objective of the French lesson was to integrate the lesson with the TD theme, ‘Sharing the planet- waste management’. Students watched a video on the problem of recycling in France and collaborated to reflect on it through sketching or writing. As extended knowledge, they also learnt basic vocabulary used in the video. They developed their thinking and social skills.

Students learned how to protect the environment by reducing the waste created by humans using Spanish vocabulary as integration with TD theme.

Students were given few pointers on how one can reduce the waste to protect the environment, which introduced them to many new words of Spanish which can be used in daily lives.

Art: Students of grade 3 while connecting to their unit on waste recycled discarded plastic containers and converted them into planters using a printing technique. An Installation “Trash to Treasure” was created using the plastic pots in collaboration with grade 2. 

Students of 3B create an Installation of a Christmas tree using recycled bottles and other waste objects for their Class assembly . As a host presenter, they invited students of 3 A, C, and D to decorate the tree and the celebration culminated with Christmas carols.

Music: The students learned about chromatic scales and practiced to sing them. They learned about the notes on the treble clef and bass clef and attempted to read and write them. 

During Dance lesson  basic full body workout of jazz was stressed. Apart from that, students have been practicing and adding steps to jazz dance routine.They also researched about different styles of jazz through videos.

ICT: Students finished and presented their research work in pairs. They shared the presentations made by them on MS Word and apprised their peers about e-waste, its disposal and reduction. This was followed by a class discussion. They also honed their typing skills by practicing on an online program.

Physical Education : Students were introduced to the basics of athletics –  a collection of sporting events that involve competitive running, jumping, throwing, and walking. Athletics is mostly an individual sport, with the exception of relay races. Students practiced start and finish of races with command. Students continued practicing athletics events for the upcoming Athletic meet in January.

Library has closed down for the term to take stock of books and prepare for term 2. However children continue to read newspaper and personal books in the class library