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 reflect on, extend and enjoy our creativity; our appreciation of the aesthetic. || Subject focus Language Arts, Social Studies, Art Standards || Strands ||
 * ** How We Express Ourselves **
 * ** Can’t We Just Get Along **
 * 2. Students will understand causes and effects of interaction among societies, including trade, systems of international exchange, war, and diplomacy.
 * * a. Give examples of conflict, cooperation among individuals and groups
 * b. Identify and describe factors that contribute to cooperation and factors that may cause conflict.
 * c. Identify ways that language, art, music, and other cultural elements may facilitate global understanding.
 * d. Understand that some ways of dealing with disagreements work better than others and that people who are not involved in a disagreement may be helpful in solving it. ||  ||

5. Students will understand social systems and structures and how these influence individuals. The way people express themselves, affect their relationships.
 * b. Recognize appropriate and inappropriate social behavior and the impact of making choices about behavior.
 * c. Identify roles and patterns of behavior that people demonstrate in group situations.
 * ==** Central Idea **==
 * ==** Central Idea **==
 * ==** Central Idea **==

Formative: Documented Teacher Observation The teacher will observe the students demonstrating use of the essential agreements in class. Formative: Extended Written Response The students will complete an all about me booklet in which they outline some of their qualities that make them unique and special. Formative: Oral Assessment Throughout the unit the teacher will read the students books from "The Best Me I Can Be" series and facilitate discussion about how the different qualities presented in the stories demonstrate values and responsibilities. Formative: Documented Teacher Observation

Summative assessment
What are the possible ways of assessing students’ understanding of the central idea? What evidence, including student-initiated actions, will we look for? Each student will complete a banner that includes their photo and five ways that they help to build effective relationships and a positive comminuty in the classroom. The teacher will look for students to respond to the essential agreements in class and through transitions. Teachers develop a rubric or checklist to assess the students at the beginning and end of the unit. The student always/usually/rarely/never: Each student is asked to draw and explain a picture of "What have I learned?" These drawings with captions are collected in a class book. ||
 * verbally expresses feelings and ideas
 * physically expresses feelings and ideas
 * visually expresses feelings and ideas
 * participates willingly in individual play
 * participates willingly in parallel play
 * participates willingly in group play
 * spontaneously uses everyday materials appropriately
 * spontaneously uses everyday materials creatively.
 * ** 2. What do we want to learn? **

** What are the key concepts (form, function, causation, change, connection, perspective, responsibility, responsibility, reflection) to be emphasized within this inquiry? **
Responsibility Perspective Connection || 1. How the three C’s help us to learn and play together (cooperation, communication, conflict management) 2. Our responsibility to ourselves and each other
 * ** Lines of Inquiry: **

What teacher questions or provocations will drive these inquiries?

why do we need rules? what does it mean to be responsible? why should I be responsible?
 * How can we show cooperation?
 * In what ways do we communicate?
 * What should we do if we have a problem?
 * What does being responsible look like?