Grade Three at the International School in Modena are inquiring into Who We Are.
Central Idea: Rights and responsibilities are important aspects of community life.
School started on Thursday, so a lot of time was spent on getting to know the students, the routines and initial assessments. However, the unit lends itself nicely to the beginning of the year. Essential agreements are all about our rights and responsibilities. They are about community. We are building a new community.
To assess the current understanding of the concept of responsibility, we read the Piggybook. Then we thought about our own responsibilities. Yesterday, the students in Grade 3 came together in groups to record their responsibilities on post-its, which we then put up on the display board to share.
When we return on Monday, we will look at those more closely. What responsibilities do we have? Why? Can we sort them into “communities”?
Furthermore, we will work on our essential agreements in our community. We will expand the class community to the school community and think about the student council and the upcoming elections.
Wonderful and authentic situations for this unit.
Reflection: The students in Grade 3 are very young, most of them are seven years old. They have some basic understanding of responsibilities, but pre-assessment will continue next week. The authenticity of building a community, of taking responsibility is fantastic, I find this is the most relevant way to approach this unit. I am excited to see where the unit will go, but so far we are sticking to personal and local (school) dimensions.
I also found that starting with responsibilities was a good idea, but I need to focus on making the connection to rights next week as well. So far the idea to “remove a right” as a provocation has been intriguing , and I am considering this further. Any ideas welcome!