Ei au multe probleme la scoala.

Exista copii supradotati care au ramas repetenti sau au

abandonat scoala pentru ca nu le cultiva imaginatia. Exista o mare problema in cazul acelor copii
"vizuali-spatiali", pentru care educatia din scoli, bazata pe sistemul repetare-invatare, este un
chin. Ei sunt creativi, au nevoie sa isi foloseasca imaginatia. Este o drama pentru ei. Sistemul de
invatamant clasic demotiveaza vizual-spatialii (aproape 40 dintre copiii supradotati!, iar acestia
a"ung sa aiba rezultate proaste", a explicat #lorian $olceag.
CAPITOLUL III
Trasee curriculare diferentiate
Art. 10. - Traseele curriculare se intocmesc in conformitate cu standardele de performanta
specifice tinerilor supradotati, capabili de performanta inalta.
Art. 11. - Traseele curriculare diferentiate se structureaza in conformitate cu principiile
enerale ale curriculumului national si cu normele de elaborare specifice educatiei tinerilor
supradotati, capabili de performanta inalta, !alidate la ni!el international, si au principii
educationale specifice.
Art. 1". - Continuturile traseelor curriculare sunt concepute diferit, in functie de domeniul de
manifestare a abilitatii, urmarind obiecti!e specifice.
Art. 1#. - Adaptarea continuturilor traseelor curriculare la cateoria tinerilor supradotati,
capabili de performanta inalta, se realizeaza atat sub aspect cantitati! - !olumul informatiei,
cat si sub aspect calitati! - ritm, stil de in!atare, interdisciplinaritati.
Art. 1$. - Continuturile curriculare trebuie selectate in functie de interesele tinerilor
supradotati, capabili de performanta inalta, si de ne!oile societatii.
Art. 1%. - Profesorii din unitatile de in!atamant pentru tinerii supradotati, capabili de
performanta inalta, beneficiaza de cursuri de formare metodoloica, care sa le permita sa
raspunda ne!oilor de informare-indrumare ale tinerilor pe traseele alese din oferta diferentiata
pe arii curriculare.
Art. 1&. - 'trateiile didactice si metodele de predare se adapteaza formelor specifice de
oranizare a procesului instructi!-educati! necesar tinerilor supradotati, capabili de
performanta inalta, prin accelerarea studiilor de specialitate in multiple forme, infiintarea de
rupe sau clase speciale si a unor module diferentiate si indi!idualizate de studii.
Art. 1(. - )etodoloia didactica specifica se adapteaza la profilul de personalitate si la radul
de maturitate psi*oloica ale tinerilor supradotati, capabili de performanta inalta, precum si la
conte+tul sociocultural.
Art. 1,. - Obiecti!ele specifice in e!aluarea procesului instructi!-educati! in cadrul
in!atamantului diferentiat se stabilesc prin standarde curriculare aprobate de )inisterul
-ducatiei si Cercetarii, la intocmirea carora !or fi consultate oranizatiile nonu!ernamentale
si.sau institutiile cu e+perienta, competenta si capacitate de e+pertiza in acest domeniu.
Educarea si curricula
Copiii supradotati dez!olta capacitati de in!atare deosebite bazate pe modele de indire
specifice/
0 1indirea critica ce e!alueaza ideile si arumentele in mod creati!.
0 Constructia de modele ce da un sens loic lumii si care pot fi utilizate in practica
0 Constructia de arumente loice care permit !alidarea sau respinerea unor concepte.
0 Considerarea si reconsiderarea e!identei, care permite descoperirea de lei ce se afla in
spatele e!identei si nu sunt transparente la prima !edere.
0 1andirea morala ce permite abordarea sub spectrul responsabilitatii diferitelor actiuni si
asirea optimului strateic de abordare a unei situatii.
Toate aceste capacitati specifice copiilor supradotati necesita antrenarea specifica a
profesorilor ce lucreaza cu copii supradotati si care trebuie sa isi dez!olte stiluri de predare
adec!ate necomune in educatia de masa.
Copiii supradotati tind sa dez!olte atitudini, dispozitii si obiceiuri ce !alorifica mintea desc*isa,
obiecti!itatea si impartialitatea. -i practica in mod obi2nuit metaconitia analizindu-si propriul
proces de andire.
Antrenamentul intelectual ce trebuie sa stea la baza oricarei lectii necesita planificarea,
rezol!area de probleme, decizia strateica, recomandarea de strateii, comunicarea si
utilizarea e+perientei altora in mod critic.
3irectionarea in!atarii se face pe analiza optimului si planificarea pentru !iitor a optimului,
bazat pe indire creati!a.
Copiii supradotati sunt a!izi de a intelee cum functioneaza uni!ersul, fiind capabili sa isi
imaineze imbunatatiri sau reformari si producind !alori utilizabile de catre altii.
Un inditor supradotat/
0 4idica probleme si intrebari !itale pe care le formuleaza clar si precis
0 Culee si e!alueaza informatii rele!ante folosind abstractii pentru a le interpreta.
0 A2une la concluzii bine indite si la solutii, testindu-le pe criterii si standarde rele!ante.
0 1indeste desc*is si nedomatic in cadrul sistemelor de indire alternati!e, recunoscind si
e!aluind presupunerile proprii, implicatiile si consecintele.
0 Comunica efecti! cu altii construind solutii pentru diferite probleme.
3in aceste moti!e supradotatul cu indire critica este auto-disciplinat, auto-directionat, auto-
monitorizat si auto-corecti!, foloseste standarde riuroase si abilitati deosebite in mane!rarea
acestora. 3e asemenea dez!olta abilitati deosebite in rezol!area de probleme si in
comunicarea acestora. 3in aceste moti!e profesorii ce lucreaza cu aceasta cateorie de copii
trebuie la rindul lor sa aibe abilitati deosebite si profil psi*o-intelectual compatibil cu cel al
ele!ilor.
La copii obisnuiti dez!oltarea intelientei se face intr-o curba asimptotica. Astfel la 10 ani
ei au apro+imati! 5%-5,6 din intelienta lor masurabila prin teste I7 de2a formata.
4estul de procente se dez!olta mai tarziu, iar acumularea de e+perienta si dez!oltarea la
un ni!el mai inalt a acelorasi abilitati !izibile la 10 ani, formeaza partea cea mai
importanta a dez!oltarii lor ulterioare.
Prin contrast copii supradotati care datorita asincroniei sunt perfectionisti, continua sa-si
imbunatateasca intelienta de-a lunul intreii !ieti, mai ales la cei a caror caracteristici
intelectuale si emotionale sunt foarte inalte. Aceasta da nastere deseori la forme de
inadaptare la un mediu social aplatizat si la cautarea unui mediu social in care sa-si poata
continua dez!oltarea capacitatilor 8stiinta, te*noloie de !arf, etc9.
Programa cuprinde minim 6 cursuri la alegerea expertilor IRSCA, care se vor
desfura n cursul sptmnii n cadrul a ore !dou edin"e pe sptmn# pentru
fiecare grup, ce include maxim $% copii & o serie saptamanala de 'IA()*+RI C+
,-./)RI, personalitati autentice care servesc drept model de viata, de
comportament, de succes in viata sociala, sau profesionala cu un impact deose0it
asupra factorului motivational al copilului gifted1
Cursurile gratuite realizate cu copiii in intervalul Septembrie 2010 Decembrie 2010,
poze: 2ttp344picasa5e01google1com4pr1gifted1edu
Toti copiii au primit o Adeverin a care nso e te diploma de absolvire Anul al colii
de !"celen #$
C%A&A D! !'C!&!() A(*&
Cursuri obligatorii:
How to talk in front of the Camera, sustinut de Dir. Crengua Rou, DC
Communications
Lecii de Gndire CoRT, MindMaster, cu siholog Mihaela !aharia
"nfo#$EED Curs de %n&'(are si citire raid', cu Manager $rogram, )le*andru
+ordea
Gru de De,&oltare ersonal', cu sih. Drd. sihoteraeut, )rmand -eleano&ici
i sih. Elena Chi&u
#ur&i&ing ./ Thinking, #ura&ieuire rin Gndire, cu fi,ician i instructor de
arte mariale, Leon 0r'il'
$rogramul de Leadershi 10ii lider e darul t'u2 la #inaia 3456 7ctom.rie,
coordonat de formatori outdoor8 leader, formator outdoor Ramona $'duraru.
Cursuri elective:
Filmul de desene animate cu Ramona Pduraru (Animaie, Filmul de desene
animate- instrument pentru dezvoltare)
Jocuri Logice cu prof !"eorg"iu
Dezvolt#+i creierul muzical cu muzicianul, compozitorul i violoncelistul
)drian 9aidin
Curs de )ero.ic i Dans Modern cu : camioane euroene, Diana Dragu i
Georgiana #tam.ulichi
Curs de ;urnalism i Relatii $u.lice cu secialist <n comunicare, Ga.riel
0erugean, director +ig Media Relatii $u.lice, www..igr.ro
Curs de ictur' creati&' cu )le*andra !achi =orksho 10iecare coil este un
Decorator2 Curs de como,itie, formare &i,ual' >i comunicare cu formator Elena
9iculita si Dorina Horatau, lector uni&. dr. la 0acultatea de )rte Decorati&e si
Design, ?ni&ersitatea 9ationala de )rte +ucuresti
Curs de %ncredere @0ii fanul t'u nr. 52 cu "nstitutul Romn #ic Cogito, cu sih.
Lucia Grosaru i sih. )dina $reda
Geografie sentimental' cu rof. 0loriana 0ili
=orksho Demo Maa Micului )rtist Decorator, cu formator Elena 9iculi' i
Dorina Hor't'u, lector uni&. dr. la 0acultatea de )rte Decorati&e i Design,
?ni&ersitatea 9ational' de )rte +ucureti
=ork#ho Demo -ocea "nimii, cu siholog Mihaela Manea
=orksho $ictur' Creati&' i De,&oltare Emoional' rin Desen, Monica
!"eorg"iu i Ramona !"erasim
#$%A& s Fii Actor cu %iinel 'lan, student ($A)* i Pregtire )eatru de
E*celen' cu C't'lin 9aum, regi,or, Teatrul #tudenesc $odu, Casa de Cultur' a
+tudenilor
*urs de %oluntariat i ,mplicare +ocial cu Paul Ardeleanu, am-asadorul entru
<nfiinarea rimului Centru Gifted Education entru coii cu a.ilit'i <nalte
A #eria Dialoguri cu Mentori B. 7 serie de este 55 intlniri coordonat' de
Curnalist freelancer $aul Dumitru, cu scoul de a <i familiari,a e coii cu dialogul
cu ersonalit'i autentice i modele de &ia', cu succes social, rofesional sau
uman. $rintre in&itati s4au num'ratD Dr 0lorian Colceag, e*ert internaional <n
educaie de e*celen'8 )ndras !oltan, &oce, clae, #armalele Reci8 antrerenor
Dragos 9icolaescu, e* CE7 0uCitusu #iemens8 Emil $<roc, eful Comisiei de
)r.itri, 0ederaia Romna de Rug./8 -asile )urel Tiu, Ghidul #armisegetu,a8
)ne4Marie 7rmenian, Cristina Ghinea i Renata Maco&eanu, traineri i
formatori8 "ulian "frim, Coordonator roiect #acoa de $n,'8 #andra Ghiescu,
trainer8 Liana +u,ea, coordonator naional LetEs Do it Romania8 C't'lin 9aum,
regi,or, Teatrul #tudenesc $oduE, Casa de Cultur' a Studenilor, i alii$
Cursuri Curricula 7.ligatorie )n ""
"nfo#$EED Curs de "n&atare accelerata, cu )le*andru +ordea
Lectii de Gandire CoRT Tehnici de Creati&itate cu MindMaster, cu Mihaela
!aharia
Lectii de Gandire CoRT 7rgani,are cu MindMaster, cu Mihaela !aharia
Lectia de Etica cu +ogdan Diaconu, Resonsi.ile Management
$rogramul $") 4 )teliere ale comunicarii in .eneficiul coiilor, cu Cristina 9egut
Curs de "nteligenta Emotionala, cu )lis )nagnostakis, MindLearners
Curs de )serti&itate, cu "nstitutul Roman #ic Cogito, cu Lucia Grosaru si )dina
$reda
Curs de $roCect management F Cum sa scriu un roiect, cu Ga.riela Cosma
Curs de Gandire $o,iti&a, cu 0lorin Ghinda, 4rofil trainer, Romania $o,iti&a
#coul Meu F Curs de initiere in arta alegerii si descoerirea &ocatiei cu
)m.asador $aul )rdeleanu
Cursuri Electi&e
Lectii de Matematica Altfel cu prof ,oan $unca
;ocuri Logice Mensa cu rof Gheorghiu
"nitiere in )rta 0otografica cu Lucian Calugarescu
-reau la 7era cu Me,,o4#orana 7ana )ndra
Curs de $rim )Cutor cu Luisa +aca
"n&at Lim.a Germana usorD Deutsch mit #aG cu )ndreia $iticas
"n&at Lim.a Engle,a usorD Ha/ English cu Ha&anna
De,&oltarea creierului mu,ical cu mu,ician, &ioloncelist, como,itor, ianist
)drian 9aidin
)ntrerenoriat Creati& cu Monica Gheorghiu
Geografie #entimentala cu 0loriana 0ili
Curs de "mlicare sociala si &oluntariat cu )m.asador $aul )rdeleanu
Curs de +reak4Dance cu Traian Raco&ita
Curs de Dans modern si )ero.ic, cu : camioane, Diana )le*andra Dragu si
Georgiana #tam.ulitchi
Curs de Dans sorti&, cu )nin -alentin
Cine sunt euI Lectii de #iritualitate cu Lucia )&asan
E? #?9T )ctor F curs de actorie, cu )m.asadorul -isinel +alan, student
?9)TC
C?R# DE G)9D"RE #" #CR"ERE CRE)T"-) JCRE)T"-E =R"T"9G K cu
"uliana )le*a, Redactor #ef, Ediresse
Curs de Ecologie entru Coii Desteti cu Cristian Lascu, Redactor #ef 9ational
Geograhic
#trings )rt cu Ramona )le*andru, student )rhitectura
)teliere de 7larie cu ;orC Dimitriu
)telierD de,4 )#)M+L)RE cu Raluca Harau
Curs de =e. :.6 cu Tudor Totolici
Clu. 7rigami cu Madalina Gogorita
Curs de coregrafie si dans folcloric cu George #carlat si Laurentiu +urtan
-i,uali,are creati&a entru coii cu Monica Gheorghiu si Gina Chion
)&ellini, )telier de Teatru si de,&oltare ersonala rin tehnici teatrale cu Dalina
Costin
)telier de $u.lic #eaking cu $aul )rdeleanu si )ndreea "anas
-venimente !si 0une o0iceiuri#
Let.s do it Romania in fiecare luna
Seria 'ialoguri cu ,entori
"m.ratisari gratuite cu Lume +una
#cout +ucharest, (nitate )emerari/ la noi la C"D
9oatea mu,eelor
Drums Cafe
!iua $amantului
Modifying Content
Content consists of ideas, concets, descriti&e information, and facts. Content, as well as learning e*eriences, can .e
modified through acceleration, comacting, &ariet/, reorgani,ation, fle*i.le acing, and the use of more ad&anced or
comle* concets, a.stractions, and materials. =hen ossi.le, students should .e encouraged to mo&e through content
areas at their own ace. "f the/ master a articular unit, the/ need to .e ro&ided with more ad&anced learning
acti&ities, not more of the same acti&it/. Their learning characteristics are .est ser&ed ./ thematic, .road4.ased, and
integrati&e content, rather than Cust single4su.Cect areas. )n entire content area arranged and structured around a
concetual framework can .e mastered in much less time than is traditionall/ allotted J-anTassel4+aska, 53L3K. "n
addition, such concet4.ased instruction e*ands oortunities to generali,e and to integrate and al/ ideas. J#ee
+runer, 53MM, M)9D ) C7?R#E 70 #T?DH M)C7# for an e*amle of a thematic, integrated curriculum.K
Middle and secondar/ schools are generall/ organi,ed to meet student needs within content areas. $ro&iding an
interdiscilinar/ aroach is another wa/ of modif/ing curriculum . ;aco.s and +orland J53LMK found that gifted
students .enefit greatl/ from curriculum e*eriences that cross or go .e/ond traditional content areas, articularl/
when the/ are encouraged to acNuire an integrated understanding of knowledge and the structure of the discilines.
Modifying Process
To modif/ rocess, acti&ities must .e restructured to .e more intellectuall/ demanding. 0or e*amle, students need to
.e challenged ./ Nuestions that reNuire a higher le&el of resonse or ./ oen4ended Nuestions that stimulate inNuir/,
acti&e e*loration, and disco&er/. )lthough instructional strategies deend on the age of the students and the nature of
the discilines in&ol&ed, the goal is alwa/s to encourage students to think a.out su.Cects in more a.stract and comle*
wa/s. )cti&it/ selection should .e .ased on student interests, and acti&ities should .e used in wa/s that encourage self4
directed learning. +loomOs T)P797MH 70 ED?C)T"79)L 7+;ECT"-E# J53QMK offers the most common
aroach to rocess modification. His classification s/stem mo&es from more .asic le&els of thought, such as memor/
or recall, to more comle* le&els of anal/sis, s/nthesis, and e&aluation. $arnes J53MMK, Ta.a J53M:K, and others ha&e
ro&ided additional models for structuring thinking skills. E&er/ teacher should know a &ariet/ of wa/s to stimulate
and encourage higher le&el thinking skills. Grou interaction and simulations, fle*i.le acing, and guided self4
management are a few of the methods for managing class acti&ities that suort rocess modification.
Modifying Product Expectation and Student Response
Teachers can encourage students to demonstrate what the/ ha&e learned in a wide &ariet/ of forms that reflect .oth
knowledge and the a.ilit/ to maniulate ideas. 0or e*amle, instead of gi&ing a written or oral .ook reort, students
might refer to design a game around the theme and characters of a .ook. $roducts can .e consistent with each
studentOs referred learning st/le. The/ should address real ro.lems, concerns, and audiences8 s/nthesi,e rather than
summari,e information8 and include a self4e&aluation rocess.
Assessing Curriculum Effectiveness
"n their s/nthesis of curriculum effecti&eness studies and effecti&e ractice, -anTassel4+aska et al. J53LLK suggested
that differentiated curriculum would resond to di&erse characteristics of gifted learners in the following three wa/sD
+/ accelerating the master/ of .asic skills through testing4out rocedures and
reorgani,ation of the curriculum according to higher le&el skills and concets.
+/ engaging students in acti&e ro.lem4finding and ro.lem4sol&ing acti&ities
and research.
+/ ro&iding students oortunities for making connections within and across
s/stems of knowledge ./ focusing on issues, themes, and ideas.
*)A(S A.' )67-C/I8-S
*)A( 9$
The Gifted and Talented $rogram will ro&ide in4ser&ice and training for staff mem.ers, arents, and
communit/ mem.ers.
)0:ective A3 To ro&ide a well thought out and lanned s/stem of on4going in4ser&ice training that takes
into account the needs of those recei&ing the training.
)0:ective 63 To ro&ide training for staff mem.ers so that skills are de&eloed in inter&entions,
adatations, and strategies for giftedRhigh a.ilit/ students.
$articular attention should .e gi&en toD
5. ?se of cross4discilinar/ teaching.
:. De&eloment of skills in curriculum comacting.
S. ?se of colla.orati&e teaching so that efforts are coordinated .etween the classroom teacher and gifted
and talented teacherRcoordinator.
T. ?se of technolog/ in the classroom.
Q. De&eloing a differentiated curriculum for the high a.ilit/ students.
M. ?se of "nterest "n&entories to assist in giftedRtalented rogram lanning
U. ).ilit/ to e*tend the regular curriculum.
L. ?nderstanding the socialRemotional needs of the giftedRhigher a.ilit/ students
3. ?se of higher order thinking skills within the regular curriculum.
)0:ective C3 To ro&ide training so that skills are de&eloed in recogni,ing and nurturing the secial needs
and characteristics of high a.ilit/ students.
)0:ective '3 To ro&ide training and information for arents and communit/ mem.ers regarding the gifted
and talented rogram.
5. =hat the rogram is a.out.
:. The configuration of the rogram.
S. Rationale regarding acti&ities of the rogram
T. To ro&ide training and information for arents regarding the secial needs and characteristics of
giftedRhigh a.ilit/ students
*)A( 9;
The Gifted and Talented $rogram will de&elo articular skills, .eha&iors, and outcomes with students.
)0:ective AD The 7C# G)TE curriculum will focus on .eing rigorous, challenging, and defensi.le. "t must
address the studentEs strengths, and gi&e oortunit/ for them to learn a.out and ursue their interests and
assions.
$ro&ide enrichment for the secial needs of all students.
$ro&ide an oortunit/ for students with a sustained interest to ursue the su.Cect further.
$ro&ide a rogram to meet the needs of the students who are highl/ caa.le and moti&ated
through mentorshi or indeendent research.
U
)0:ective 6D The 7C# curriculum will ro&ide resources for teachers that can .e imlemented to de&elo
higher order thinking, critical thinking and ro.lem sol&ing skills.
#ince much of learning occurs at the lower le&els of +loomOs Ta*onom/, i.e. Vnowledge and
Comrehension, to meet the need of the gifted, strategies are necessar/ to stimulate thinking on the uer
le&els, i.e. )lication, )nal/sis, #/nthesis, and E&aluation.
)0:ective CD The 7C# G)TE rogram will allow students to acNuire skills at all le&els and ro&ide
oortunities for roduct oriented and real world solutions.
The student de&elos and incororates his own knowledge and skills, learns indeendentl/ and alies this
knowledge to the entire scoe of his learning e*erience and to his life. 7ne who sol&es $R7+LEM# or
de&elos new ideas through a com.ination of di&ergent and con&ergent thinking and functions with
minimal e*ternal guidance in selected areas of endea&or.
1Real world solutions or roduction of a real roduct for a real audience.2
)0:ective 'D The 7C# curriculum will include the Humanities, 0ine )rts, and $erforming )rts.
)0:ective -D Curriculum for the highl/ a.le student needs to include MathR#cience technolog/.
)0:ective <D Curriculum for the highl/ a.le must include Leadershi Training.
Highl/ a.le students should .e encouraged and ena.led to seek offices in #tudent Council or other
student go&ernment organi,ations
Highl/ a.le students should .e suorted and encouraged to seek offices in such organi,ations and
articiate in such acti&ities that will reare them as leaders of tomorrow.
*)A( 9
The Gifted and Talented $rogram will .e imlemented and designed to .e as effecti&e and efficient as
ossi.le.
)0:ective AD The rogram should ro&ide oortunit/ for GiftedRTalented students to work with their
eers, fostering creati&e, academic, intellectual, social and emotional growth.
)0:ective 6D The GRT rogram should .e defensi.le.
This definition is .ased on the studentOs need for education rogramming to ena.le each student to reach
their full otential. "n general, gifted students need curriculum and ser&ices that &ar/ the deth, .readth,
comle*it/ and ace of instruction due to their a.ilit/ to learn at faster rates, deal with high le&els of
a.straction, and make associations other children would not .e a.le to make. Educational needs are not
alwa/s academic. These students also ha&e social and emotional needs that should .e addresses at all
le&els. "n addition, at the secondar/ le&el these students ha&e secial needs for a &ariet/ of e*eriences in
cultural and career education as well as secial counseling ser&ices. J0eldhusen, ;ohn 0., #te&en M. Hoo&er,
and Micheal 0. #a/ler8 "dentif/ing and Educating Gifted #tudents at the #econdar/ Le&el, 53368 . 53K
)0:ective CD $ro&ide in4ser&ice to encourage facult/ in&ol&ement and an acti&e u.lic relations rogram
to sensiti,e u.lic awareness as to the &alue of the GRT rogram.
*)A( 9=
The Gifted and Talented $rogram will address the uniNue social needs of GRT students.
)0:ective A3 To ro&ide and coordinate counseling ser&ices for the secial socialRemotional needs uniNue
to GRT students.
RationaleD GRT students markedl/ differ from the a&erage student oulation in these wa/sD
The/ ossess a high degree of concet formation
The/ ossess a high degree of ercetual sensiti&it/
The/ need unconditional suort in dealing with comle* issues of self4concet, emotional and intellectual
de&eloment
L
The/ are at greater risk for under4achie&ement
)0:ective 6D To ro&ide oortunities for arentsRdistrictRcommunit/ to de&elo skills in suorting and
ad&ocating for the success of students.
)0:ective CD To ro&ide oortunities for arentsRdistrictRcommunit/ to de&elo skills in suorting and
ad&ocating for the success of students.
)0:ective '3 To ro&ide school time to meet and interact regularl/ with similar4a.ilit/ eers.
RationaleD Research shows the students need regular interaction with similar4a.ilit/ eers. +enefits of eer
grouing includeD ositi&e self4concet, increased self4reliance, de&eloment of leadershi, and sharing of
concerns within a non4threatening en&ironment.
*)A( 9%
The Gifted and Talented $rogram will assess student erformance and e&aluate rogram.
)0:ective A3
#tudent assessment is a collection of information and measurement of student rogress o&er time which
seeks to measure concet de&eloment, skill acNuisition, or changes in .eha&iors, attitudes, or asirations.
Culture, race, gender and secial needs should .e considered in de&eloing and assigning student
assessment tasks.
JThe 7*ford Central #chool District ma/ incororate a com.ination of these assessment techniNues.K
5. )ttitudeR)siration "n&entor/
:. 9arrati&e #ummar/D ) narrati&e summar/ is written documentation of student rogress.
S. E*amles of $roducti&e =orkD )n e*amle of roducti&e work in&ol&es the critical re&iew of .oth the
rocesses emlo/ed during the roducti&e stages as well as the final roduct. "nformation is collected
during the stages of student work through the e*amination of student Cournals, logs, sketches, models,
diagrams, and discarded work. The final roduct ma/ .e reresented through a ortfolio, erformance, a
model, a theor/, an in&ention, or new aroach.
T. Goal #etting
Q. Reflecti&e "nter&iewR;ournalD ) reflecti&e inter&iewRCournal is a record of imressions during the stages
of in&estigation or roducti&e work shared with a trained o.ser&er. "t descri.es the studentOs imressions of
the rocesses emlo/ed andRor his or her e&aluation of the end roduct.
M. Wuarterl/, andRor Hearl/ E&aluationsD E&aluations ma/ .e utili,ed for gathering information relating to
student affecti&e disosition and .eha&iors. )ssessment tools should .e selected during the initial lanning
hases to ensure that rocedures are esta.lished so that data ma/ .e collected at aroriate inter&als. This
will result in an e&aluation where meaningful information a.out student rogress is re&iewed and the future
direction of student work ma/ .e determined.
U. Classroom teachers will collect artifacts that illustrate the enrichment .eing comleted in each Nuarter.
Teachers will kee a ortfolio of student work.
/2e follo5ing is a list of teac2ing strategies !*rades =>?#
!Some of t2e follo5ing ideas can 0e altered for @ounger students#
ParadoxD ) statement that aears to contradict itself, .ut ma/ .e true.
Discuss the statementD 9ecessit/ is the mother of in&ention.
=hen can erformance4enhancing drugs limit erformanceI
Attri0ute (istingD "nherent oen4ended roerties or identities
List /our earliest memories.
=ho were the true geniuses of the Renaissance eriod in "tal/I
Analog@ 0inding similarities .etween things or situations that might otherwise .e different
How is a le&er like a friendI
How is 7thello like a uetI
'iscrepanc@ Gas or missing links in knowledge
=h/ did the +rotherhood use the fi&e4ointed star as their s/m.ol of recognitionI
"f Jinsert character nameK had not .een a art of this stor/, would the series of e&ents recounted in the .ook
ha&e unfoldedI
Provocative Auestion "nNuir/ to incite e*loration and curiosit/
)ntarctica is rich in minerals8 should we mine itI
=hat does a Renaissance man ha&e to .e a.le to do, to get such a titleI )re there an/ modern Renaissance
men or womenI
-xamples of C2ange #how the d/namics of things, modifications, alterations or su.stitutions of things
How did the in&ention of scissors change our li&esI
Trace how famil/ structure has changed during the :6th and :5st centuries.
-xamples of Ba0it Recognition of ha.it4.ound thinking
#tud/ and e*lain alternati&e sources of energ/ to dri&e machines. =ho in&ented them and are the/ widel/
usedI =ere the "mressionists right in rotesting the dictates of the )cadem/I
)rganiCed Random Searc2 #tructured case stud/ for new courses of action
=ho were the mem.ers of the $/thagorean +rotherhoodI
Create a means for collecting and disla/ing all the centers, agencies and organi,ations in /our state which
deal in one wa/ or another with the circulator/ s/stem.
SDills of Searc2 Research on something done .efore8 trial and error on new wa/s
How do we remem.er thingsI Design an e*eriment to test the memor/ of the other eole in /our famil/.
#et u an e*eriment to detect acid rain effects on granite monuments.
/olerance for Am0iguit@ 7en4ended Nuestions F what ifXI
=hat if #cott had made it to the #outh $ole firstI
=hat would haen if the EarthEs or.it mo&ed closer to the #unI
Intuitive -xpression E*ressing emotion through the senses8 guided imager/8 role4la/ing.
=rite a oem or aint a icture that deicts the emotions /ou feel with a articular t/e of weather.
Hou ha&e .een unCustl/ con&icted of a crime. How do /ou feel a.out the legal s/stem, the magistrate, /our
law/er, and the oliceI
Ad:ustment to 'evelopment E*amine or la/.ack mistakes or failures
)s a ci&ili,ation, what ha&e we learned from the ast that has meant that )ntarctica has remained relati&el/
untouchedI
5Q
#tud/ the &arious theories of how the /ramids were .uilt or engineered and look for e&idence that initial
wrong thinking led to ultimate success.
Stud@ Creative Process )nal/,e the traits of creati&e eole, creati&e rocesses or creati&e roducts
Research the life of Leonardo da -inci, with a secific focus on his role as an in&entor. =hat rocesses did
he undertake to design, test and record his in&entionsI
Learn a.out the work of one of the female artists attached to the Heidel.erg #chool.
-valuate Situations )nal/,e imlications or conseNuences, e*traolate from ideas or actions
) new law has .een assed which restricts all households to the use of three electrical aliances, aart
from lighting. =hat three machines would /ou choose and wh/I
The sice trade, coffee trade and now the drug trade F how ha&e lants altered the course of histor/I
Creative Reading SDill Generate no&el ideas ./ reading
Read ;ourne/ to )ntarctica ./ Meredith Hooer.
Do /ou think this Courne/ is the last challenge left in the e*loration of this continentI
Read a.out the li&es and times of the female "mressionists. =hat was there a.out this time that allowed
some of them to achie&e recognitionI
Creative (istening SDill Generate no&el ideas ./ listening
"nter&iew an in&entor to disco&er when he or she .ecame interested in in&enting new things or ideas.
Listen to music comosed during the Renaissance. Does this music seem to coincide with or comlement
the art work of the timeI
Creative Eriting SDill Generate no&el ideas in writing
Rewrite a fair/tale so there is no reference to num.ers.
=rite a short stor/ for a maga,ine.
8isualiCation E*ress ideas in three4dimensional or non4traditional formats
Hel to lan and create a mural for /our class .ased on the .ook.
Construct a scale model of the Roman 0orum or the )thenian )croolis.
6rainstorming techni%ues are used &hen &or'ing on fluenc(. )hen brainstorming*
+o criticism is allo&ed. ,efer an( "udgment until a large number of alternatives have been produced.
(-f (ou "udge too %uic'l(, (ou ris' shutting people do&n.!
#ree&heeling is desired. .he &ilder the ideas, the better. (#rom those craz( ideas, "ust might come
some ver( sensible ones.!
/uantit( is desired. -nclude the small, obvious alternatives as &ell as the &ild, unusual, clever ones.
(.he more ideas one can generate, the greater the chances that one of those ideas &ill be a good
one.!
$ombine alternatives and hitchhi'e upon alternatives to produce even more ideas. (0ften (oung
children &ill complain* 12e stole m( idea.3 4ut it5s a compliment to ta'e someone else5s idea and
change it slightl( or expand upon it.!
#or fun brainstorming activities tr( some of the follo&ing*
6ist all the &ords (ou can thin' of that begin &ith a certain letter, certain t&o letters, certain three
letters, etc.
6ist all the s(non(ms7anton(ms (ou can thing of for a certain &ord.
+ame all the ob"ects (ou can thin' of that are &hite and edible, or mean and (et soft.
+ame uses for a bale of ha( or a needle or a broom.
)hat are all the uses (conventional or non-conventional! (ou can thin' of for a for'.
.hin' of all the possible presents (ou could give to a person if (ou had no mone(.
5M
-f (ou as' at (our local boo'store, (ou &ill find boo's that list nothing but suggested topics for brainstorming.
Some ideas for using brainstorming for academic sub"ects include
2o& man( aspects are similar7different bet&een t&o boo's8
2o& man( &a(s did ))-- affect the culture of the 9.S.8
6ist as man( e%uations as (ou can &here the ans&er is :. (; < ;, = x ;, =: > =0, etc.!
+ame as man( 'inds of penguins as (ou can and their natural habitats.
6ist all the possible settings for a scar( stor(.
2o& man( different techni%ues can (ou thin' of to ma'e a presentation to the class
?@
#uggested 7.Cecti&es and )cti&ities
V4T
Findergarten4 *rade $4 *rade ;
+alance ConnectionsD M/ $lace in the =orld of Learning
#trategiesD Methods of Thinking
"nterdeendenceD ?niNuenessD Disco&ering Distinctions
$atternsD E*loring 0orms and 0unctions
Reading4 (anguage Arts4 Social Studies )0:ectives3
The students will .e in&ol&ed in aroriatel/ challenging reading material at their stage of
de&eloment.
The students will .e in&ol&ed in oortunities for small grou discussion of literature
selections.
The students will de&elo critical reading .eha&ior in the areas of anal/sis, interretation, and
e&aluation.
The students will de&elo and refine reading comrehension skills.
The students will identif/ ke/ terms associated with their communit/.
The students will de&elo satial skills through interaction with comuters.
Reading4 (anguage Arts4 Social Studies Activities3 !.7A*C Standard $1G,H ;1G-H ;1;-H
%1$-#
Children can end a stor/ differentl/ from the wa/ the author ended it.
Children can discuss what would haen if a character in a stor/ had made a different choice.
Children can identif/ the main characters and create an alternate stor/ with the main
character in a different stor/, ie the Three Little $igs as the lead characters in another stor/.
Children can identif/ the main ro.lem of the stor/ and offer alternati&e wa/s for the
characters to sol&e the ro.lems the/ face.
#tudents will create a ma of the school and a ma of their communit/.
Title: A Place in History Annotation: After learning about a specific time period in class, as'
students to pretend to be one of the follo&ing people alive during that time and &rite several
corresponding "ournal entries.
UR:!ttp:""###$glc$%&'$ga$us"pass#d"trc"ttools"attac!"idea"MeHistory$pdf
Title: Construction (unction Annotation: 9sing a variet( of materials, students &ill reconstruct
housing related to various
5L
periods in histor( or groups of people.
UR:!ttp:""###$glc$%&'$ga$us"pass#d"trc"ttools"attac!"idea"const)unct$pdf
Title: *riving A#ay Annotation: After reading a literature selection, have students choose a
character and create a driver5s license and personalized license plate for that character that
represents their characteristics.
UR:!ttp:""###$glc$%&'$ga$us"pass#d"trc"ttools"attac!"idea"drivea#ay$pdf
Title: +ree ,erse Poetry Annotation: After loo'ing at pictures or photographs that relate to a
specific theme or topic covered in class, students &ill &rite a free verse poem.
UR:!ttp:""###$glc$%&'$ga$us"pass#d"trc"ttools"attac!"idea"freeversepoem$pdf
Title: -nvestigating Setting #it! -nset Maps Annotation: Students &ill en"o( tal'ing about
setting as a stor( element using this geograph(-based activit(. After reading a literature selection,
have students create a large map of the to&n in &hich the stor( too' place and a small inset of a
smaller neighborhood that represents the setting.
UR:!ttp:""###$glc$%&'$ga$us"pass#d"trc"ttools"attac!"idea"settinginset$pdf
Scientific>6ased4 ,at2 )0:ectives3 !.7A*C Standard $1G,H ;1G-H ;1;-H %1$-#
The children will articiate in in&estigations in which collecting, recording, and anal/,ing
data is reNuired.
The students shall engage in ro.lem sol&ing situations which .uild higher order thinking
skills, three4dimensional thinking and reNuire the use of creati&it/.
The students shall use logical reasoning in sol&ing ro.lems.
The student shall communicate mathematicall/ ./ la.eling grous, &er.all/ e*laining
reasoning used in ro.lem sol&ing ./ keeing a math Cournal.
The student shall create and e*tend comle* attern configurations and translate them to
other mathematical terms.
The students shall sol&e satial atterns using logical reasoning.
Scientific>6ased4 Activities3
)cti&ities which utili,e maniulati&e u,,les such as tangrams, two and three dimensional
entominoes, attern .locks, .uilding .locks, gear and .olt .locks, strateg/ games and
u,,les can .e ro&ided for students to construct atterns and record their o.ser&ations.
#tudents will articiate in e*eriments that stress o.ser&ation, data collection and reflection
of results. E*amles includeD
1#cience Hou Can Do2
1The Dancing Raisins2
1#tuck 7n Hou2
1Making a #ihon2
1)ir $ushes2
1#tick/ =ater2
53
$ostcard Geograh/D "n this roCect, the class is e*changing ostcards with other classrooms
all o&er the countr/. The ostcards include information a.out our geograhical region,
historical areas of interest, weather, imortant e&ents, etc. The students can de&elo lists of
schools for their class. The class will disla/ all of the ostcards we recei&e on a .ulletin
.oard in our classroom along with a ma of the ?nited #tates to mark where each card came
from.
Title: .e# Uses Annotation: Students &ill choose an item from a large bag and invent another
use for the item. UR:!ttp:""###$glc$%&'$ga$us"pass#d"trc"ttools"attac!"idea"ne#uses$pdf
Title: Constellation Station Annotation: Students &ill learn about various constellations and
create their o&n constellation and fol' legend that explains its origin.
UR:!ttp:""###$glc$%&'$ga$us"pass#d"trc"ttools"attac!"idea"constell$pdf
#tudents will also create we.4.ased designs to illustrate their .ooks &arious roCects, creating
a we. age that the/ will link to the teacherEs age and the 7C# we.site.
ResourcesD
Multi4)ge Differentiated Curriculum Vits, $rufrock $ress, :66M.
httDRRwww:.harlingen.isd.tenet.eduRYgtaRgtunitsRintroduction.html
http://www.cloudnet.com/~edrbsass/edgifted.html--huge list of activities and
an excellent source for a multitude of activities and projects.
http://www.adifferentplace.org/resources.htm
http://www.geocities.com/sseagraves/
:6
*rade 4 *rade =
$atternsD E*loring 0orms and 0unctions
#/stemsD ?nderstanding "nteractions
)d&anced -isual )rtsZ.ased on e&aluation
Reading4 (anguage Arts4 Social Studies )0:ectives3 !.7A*C Standard $1G,H ;1G-H
;1;-H %1$-#
#tudents will de&elo main ideas of the stor/ and stor/ we.s.
#tudents will .e a.le to identif/ challenges facing the characters in a stor/.
#tudents will de&elo lists of the characters .eha&iors from a stor/.
Children will anal/,e stor/ lines and e&aluate characters in a stor/.
Children will learn a.out cultural de&eloment of their communit/.
#tudents will de&elo writing techniNues and &oca.ular/ recognition.
#tudents will de&elo comare and contrast mas.
#tudents will work to construct Literature )l.ums.
Reading4 (anguage Arts4 Social Studies ActivitiesD !.7A*C Standard $1G,H ;1G-H ;1;-H
%1$-#
The students will create -enn Diagrams and stor/ we.s and discuss the ke/ elements of the
stor/ the/ are reading.
The students will identif/ the actions, moti&es, and accomlishments of famous eole in
histor/ and in societ/ ./ reading and e&aluating .iograhies.
#tudents will stud/ the m/ths, folk tales and fa.les used to stud/ historical, cultural and
geograhic similarities and differences among eole.
#tudents will create oral resentations .ased on historical characters andRor characters from a
stor/.
#tudents will access the "nternet to acNuire word ro.lems and Re.usE to sol&e.
#tudents will create histor/ detecti&e ortfolios and in&estigate a character or e&ent in histor/.
#tudent will design .ook co&ers, character mas, and design oems for a character in the
.ook.
Title: A Place in History Annotation: After learning about a specific time period in class, as'
students to pretend to be one of the follo&ing people alive during that time and &rite several
corresponding "ournal entries.
UR:!ttp:""###$glc$%&'$ga$us"pass#d"trc"ttools"attac!"idea"MeHistory$pdf
Title: Construction (unction Annotation: 9sing a variet( of materials, students &ill reconstruct
housing related to various periods in histor( or groups of people.
UR:!ttp:""###$glc$%&'$ga$us"pass#d"trc"ttools"attac!"idea"const)unct$pdf
Title: *riving A#ay Annotation: After reading a literature selection, have students choose a
character and create a driver5s license and personalized license plate for that character that
represents their characteristics.
UR:!ttp:""###$glc$%&'$ga$us"pass#d"trc"ttools"attac!"idea"drivea#ay$pdf
Title: +ree ,erse Poetry Annotation: After loo'ing at pictures or photographs that relate to a
specific theme or topic
:5
covered in class, students &ill &rite a free verse poem.
UR:!ttp:""###$glc$%&'$ga$us"pass#d"trc"ttools"attac!"idea"freeversepoem$pdf
Title: -nvestigating Setting #it! -nset Maps Annotation: Students &ill en"o( tal'ing about
setting as a stor( element using this geograph(-based activit(. After reading a literature selection,
have students create a large map of the to&n in &hich the stor( too' place and a small inset of a
smaller neighborhood that represents the setting.
UR:!ttp:""###$glc$%&'$ga$us"pass#d"trc"ttools"attac!"idea"settinginset$pdf
Scientific>6ased4 ,at2 )0:ectives3 !.7A*C Standard $1G,H ;1G-H ;1;-H %1$-#
#tudents will utili,e comutational skills in sol&ing real4life ro.lems drawn from the
studentsE own interests.
#tudents will organi,e and resent information ./ comleting ta.les, charts and grahs.
#tudent will identif/ ke/ idea in logic ro.lems and offer solutions.
#tudents will conduct in&estigations .ased on collecting data, interreting and comaring
data, and transferring information to line and .ar grahs.
#tudents will identif/ geometric atterns and use their knowledge of comutations to sol&e
real life ro.lems.
#tudents will use .oth &er.al and written methods to con&e/ ideas.
#tudents will anal/,e information and construct -enn Diagrams.
Scientific>6ased4 ,at2 Activities3 !.7A*C Standard $1G,H ;1G-H ;1;-H %1$-#
#tudents will create atterns and tessalations and discuss the atterns in .oth &er.al and
written form.
#tudents will create three4dimensional ro.lems ./ constructing u,,les, scale models and
figures.
#tudents will kee a mathematics Cournal noting Nuestions, ideas and o.ser&ations.
#tudents will create and sol&e numeric u,,les J#odokuK and numeric atterns, ro&iding
written connections to the rocess.
#tudents will e*lore we.sites +rain +uster and +rain 0ood to acNuire &arious math and
science ro.lems. The/ will also de&elo their own ro.lems using the we.site models.
#tudents will also create we.4.ased designs to illustrate their .ooks &arious roCects, creating
a we. age that the/ will link to the teacherEs age and the 7C# we.site.
0ourth grade students will .e taking art in the #trategic Thinking Da/ held in ;anuar/. This
da/ is hosted ./ the =arren Count/ Consortium for #tudent Enrichment.
0ourth grade students will .e gi&en the otion of articiating in the e*tra curricular acti&it/,
+attle of the +ooks.
Teachers will enroll students in the =arren Count/ Consortium acti&it/, M/ster/ and
Ma/hem.
::
Place 8alue (icense Plates. #tudents will understand lace &alue to the thousands lace. +tep0 1
2uration0 13 minutes
E*lain to students that the class will .e re&iewing lace &alue. Re&iew Jon chalk.oard or
o&erheadK lace &alue through thousands. #how the students the samle license late and ha&e
students name the lace &alue of each num.er in the samle. 0eel free to cut and aste this license
late to construction aer, or create /our own similar license late on construction aer. Hand
out license late si,ed ieces of different colored construction aer. Ha&e students write a four4
digit num.er J.ig enough to fill the entire [late[K. Gi&e students time to choose the state for their
license late and to decorate it Jrefera.l/ with ictures deicting something a.out their chosen
state. =hen students ha&e sufficientl/ finished their license lates, ha&e them take out a sheet of
aer. Tell students the/ will .e creating /es or no Nuestions a.out the license lates. ?sing the
samle license late, gi&e them e*amles such as [Do /ou ha&e a U in the hundreds laceI[ [Do
/ou ha&e a num.er .etween M and 3 in the tens laceI[ [Does the num.er in the ones lace come
.efore TI[ etc. Ha&e students write fi&e of their own Nuestions.
#tudents should hand in their Nuestions to the teacher. Mo&e desks so that there is a wide ath
from the .ack of the room to the front of the room Jroom for a.out 5Q students shoulder to
shoulderK. =ith their license lates, ha&e 5R: the class stand at the .ack wall and the other 5R:
stand at the front wall so the/ are facing each other. +tep0 4 2uration0 14 minutes
E*lain these rules to the studentsD 5. the teacher will read a Nuestion from the Nuestions made ./
the students Jteacher ma/ add some of herRhis ownK. :. "f /our answer is /es, /ou take one ste
forward. "f /our answer is no, /ou sta/ where /ou are. S. The first la/er to get to the oosing
wall will comete in a lace4&alue la/4off. T. "n the la/4off, the two students must la/ again
starting from the .ack of the room. During the la/4off hase, the other students will take turns
asking the Nuestions Jteacher will hand each student a Nuestion to read .efore the la/4offK. The
first la/er to reach the front of the room wins. +tep0 5 2uration0 4 min
0inall/, ask students to answer their own fi&e Nuestions a.out their own license late on a iece of
note.ook aer and turn in for e&aluation. #tudents can create a license late game of their own
using math Nuestions outside the realm of lace &alue Jsuch as e&en4odd, greater4less than, etc.K.
The students should create rules that will make the game run smoothl/. Deending on the le&el of
the students, the/ can choose otions from the following list to guide their Nuestions or come u
with Nuestions of their own. +e sure that students understand that the/ will .e working on the
concet of the otion the/ ha&e chosen as well as working on ro.lem4sol&ing skills to create the
rules. 7$T"79#D 5. e&en or odd num.ers :. greater thanRless than S. addition T. su.traction Q.
multilication M. di&ision U. num.ers with four letters L. num.ers that rh/me with \\\\\\ 3.
num.ers that start with \\\\ 56. ersonal Nuestions Jnum.er of si.lings, num.er of ets, etc.K
Gi&e students a mini4unit to design lessons to [teach the class with[. The/ should research ideas
on the comuter, make handouts, come u with hands4on acti&ities, etc. 7nce /ouO&e aro&ed
their [unit[, let them teach the class.
Ha&e fi&e folders la.eled [E*tra )cti&ities[ ]54Q. "n each one, there is a different worksheet.
Howe&er, the/ are all fun sheets, like logic u,,les, .rain teasers, etc. Change the acti&ities
weekl/. =hen finished, the/ ma/ get an acti&it/ sheet. )s the/ finish the sheets, the/ gi&e them
to me. "f the/ got the u,,le correct, the/ get a sticker on their secial sheet. =hen the/ recei&e
:S
fi&e stickers, the/ get a treat. J?suall/ a no homework ass, 56 min. free time, etc.K These u,,les
are not eas/, and reNuire thinking skills, so the/ donOt alwa/s get asses. The/ are not allowed to
do these sheets at home, either.
Little [centers[ for students who finish earl/. Ha&e the student tr/ a sca&enger hunt from the
hone .ook Ji.e.D /our mother needs to fill a rescrition and it is 56D66 $M, where will she .e
a.le to goI K The/ must write the name, address, hone, etc. for an aroriate lace found in our
local hone .ook. Tr/ some [stor/ starter[ cards with little ictures and the first sentence or : of a
stor/ that the/ must finish.
Title: .e# Uses Annotation: Students &ill choose an item from a large bag and invent another
use for the item. UR:!ttp:""###$glc$%&'$ga$us"pass#d"trc"ttools"attac!"idea"ne#uses$pdf
Title: Constellation Station Annotation: Students &ill learn about various constellations and
create their o&n constellation and fol' legend that explains its origin.
UR:!ttp:""###$glc$%&'$ga$us"pass#d"trc"ttools"attac!"idea"constell$pdf
:T
Grades Q4L
*rade %4 *rade 6
#tudents will articiate in cross4curricular enrichment during the first three Nuarters. The/
will articiate in an o&er4arching roCect during the last Nuarter.
#tudents ma/ also articiate in )d&anced -isual )rts .ased on selection rocess.
Reading4 (anguage Arts4 Social Studies )0:ectives3 !.7A*C Standard $1G,H ;1G-H
;1;-H %1$-#
#tudents will .e in&ol&ed in aroriatel/ challenging reading material at their stage of
readiness.
#tudents will .e in&ol&ed in oortunities for small grou discussions of literature selections.
#tudents will utili,e the latest technologies to de&elo we.4.ased roCects .ased on their
literature.
#tudents will anal/,e ke/ lot concets and interret their meaning.
#tudents will comare and contrast different cultures and their histories.
#tudents will identif/ stages of cultural de&eloment and lace e&ents in chronological order.
#tudents will de&elo their understanding of su.tle meanings of words.
#tudents will anal/,e eras of histor/ and identif/ the imortant eole and e&ents of the era.
Reading4 (anguage Arts4 Social Studies Activities3 !.7A*C Standard $1G,H ;1G-H ;1;-H
%1$-#
#tudents will stud/ works of literature and create we. ages .ased on their anal/sis of their
literature.
=rite alternati&e endings to the stor/.
De&elo a tra&el .rochure .ased on the laces a character tra&els within the stor/
De&elo a wiki of information for an era in histor/.
Create a series of we. links that allow for additional research on a toic.
Create a ower oint resentation to illustrate the de&eloment of a character or era in
histor/.
Create E*cel #readsheets for a Glo.al Grocer/ list roCect or the =orld in a Cand/ +ar
roCect.
Hometown Children and the Deression !ttp:""ne#deal$feri$org"classrm"clasdmr'$!tm
1#o /ouEreE gifted now what we.site of self disco&er/D
http://www.ldcsb.on.ca/schools/cfe/WebQuests/Gifted/index.htm
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Scientific>6ased4 ,at2 )0:ectives3 !.7A*C Standard $1G,H ;1G-H ;1;-H %1$-#
#tudents shall use comutational skills in sol&ing real4life ro.lems which challenge the use
of these skills, organi,ing and resenting information gathered in a logical, seNuential order
in written or oral form.
#tudents will .uild concets of reresentational mathematics, &aria.les, e*ressions and
eNuations and al/ them to ro.lem sol&ing situations.
#tudents will conduct in&estigations which reNuire the use of statistical methods and
ro.a.ilit/, interreting and e&aluating collected data, and resenting in oral and written
form.
#tudents will utili,e num.ers and num.er theor/ in sol&ing e&er/da/ long and short term
ro.lems.
Scientific>6ased4 ,at2 Activities3 !.7A*C Standard $1G,H ;1G-H ;1;-H %1$-#
#tudents will create grahs and charts from the data the/ collect on a real4life ro.lem, ie.
water ollution, oulation growth.
#tudent will construct math re&iew ackets for their eers.
#tudents will conduct science e*eriments during class and create reresentational models of
their findings, grahs, charts, ower oints.
#tudents will work from higher le&el math work.ooks.
Comletion of #udoku u,,les and logic ro.lems
Research on #tock Market8 trends, a&erages
ran!lin "nstitute science projects !-#
http://sln.fi.edu/tfi/activit$/act-summ.html
*rade I4 *rade ?
#tudents will articiate in cross4curricular enrichment during the first three Nuarters. The/
will articiate in an o&er4arching roCect during the last Nuarter.
#tudents ma/ also articiate in )d&anced -isual )rts .ased on selection rocess.
ReadingR Language )rtsR #ocial #tudies 7.Cecti&esD
#tudents will .e in&ol&ed in accelerated readers in Language )rts.
#tudents will .e in&ol&ed in small grou discussions of literar/ works.
#tudents will in&estigate methods to anal/,e literar/ works, ie .ook clu.s, stor/.oards,
comic illustrations.
#tudents will work to de&elo comarisons .etween literar/ figures and modern heroes
shown in film and tele&ision.
Scientific>6ased4 ,at2 )0:ectives3 !.7A*C Standard $1G,H ;1G-H ;1;-H %1$-#
#tudents shall use comutational skills in sol&ing real4life ro.lems which challenge the use
of these skills, organi,ing and resenting information gathered in a logical, seNuential order
in written or oral form.
#tudents will .uild concets of reresentational mathematics, &aria.les, e*ressions and
eNuations and al/ them to ro.lem sol&ing situations.
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#tudents will conduct in&estigations which reNuire the use of statistical methods and
ro.a.ilit/, interreting and e&aluating collected data, and resenting in oral and written
form.
#tudents will utili,e num.ers and num.er theor/ in sol&ing e&er/da/ long and short term
ro.lems.
Scientific>6ased4 ,at2 Activities3 !.7A*C Standard $1G,H ;1G-H ;1;-H %1$-#
#tudents will create grahs and charts from the data the/ collect on a real4life ro.lem, ie.
water ollution, oulation growth.
#tudent will construct math re&iew ackets for their eers.
#tudents will conduct science e*eriments during class and create reresentational models of
their findings, grahs, charts, ower oints.
#tudents will work from higher le&el math work.ooks.
#tudents will articiate in the Christoher Colum.us )wards $rogramZ"ndeendent and
team science research44www.christohercolum.usawards.com
#tudents ma/ articiate in #trategic Learning acti&it/. #tudents will assist teachers with the
creation of #trategic Thinking da/ acti&ities.
ran!lin "nstitute science projects !-# http://sln.fi.edu/tfi/activit$/act-
summ.html
http://www.giftedstudy.com/resources/students/games.asp This we.site has some
cool games, a m/ster/ site and #)T words of the da/.
httDRRwww.rockhall.comRteacherRsti4lesson4lansR Lesson $lans from the Rock and Roll Hall
of 0ame
httDRRwww.un.orgR$u.sRC/.er#chool+usRcur.html The ?nited 9ations C/.er4#chool.us
we.site has an enormous num.er of that are cross4curricular and focus on $eace, Human
Rights, #tudents heling to 1de4mine2 former war ,ones, $o&ert/, =omenEs Rights, the
En&ironment and much more.
httDRRwww.hoagiesgifted.orgReducators.htm ) &ast num.er of ages de&oted to assisting
students, arents and teachers meet the needs of the GRT student.
httDRRwww.lessonlansage.comR)rtMD"nteriorDesignandHousingMakeo&er$roCect35:.htm
This acti&it/ is for all L
th
grade students and includes e*tension ideas for GRT students.
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Sources*
.he +ational Association for Bifted $hildrenC
.he +e& Derse( Association for Bifted $hildrenC
The School Administrator Eagazine, AASA, +ovember ?, =00@ editionC Bifted and .alented $urriculum F-:,
+orth )arren $luster,
.he 2andboo' of Grocedures for -mplementing Bifted and .alented Education in Elementar( Schools,
4altimore Gublic School ,istrict, August =00:.
#earon .eacher Aids, Science and Eath, =00H.
Eulti-Age ,ifferentiated $urriculum Fits (?-;! (4-:! (@-I!, Feiser, EcBee, 2arrelson, Grufroc' Gress, =00:.
Bolden .riangle $ooperative, Bifted and .alented $urriculum.
)arren $ount( $onsortium for Student Enrichment
Ren,ulli, ;oseh #. The Enrichment Triad ModelD ) Guide for De&eloing Defensi.le $rograms for the
Gifted and Talented. =ethersfield, Conn., Creati&e Learning $ress, 53UU.
+e& Derse( Administrative $ode :A* I, Standards and Assessment for Student Achievement
Jarious -nternet &ebpages as denoted throughout the guide.
-f (ou as' at (our local boo'store, (ou &ill find boo's that list nothing but suggested topics for brainstorming.
Some ideas for using brainstorming for academic sub"ects include
2o& man( aspects are similar7different bet&een t&o boo's8
2o& man( &a(s did ))-- affect the culture of the 9.S.8
6ist as man( e%uations as (ou can &here the ans&er is :. (; < ;, = x ;, =: > =0, etc.!
+ame as man( 'inds of penguins as (ou can and their natural habitats.
6ist all the possible settings for a scar( stor(.
2o& man( different techni%ues can (ou thin' of to ma'e a presentation to the class
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httDRRroiecte.mu.roRcRdocument\li.rar/Rget\fileI
\l\id^5M3L6_folder"d^S5QMQ_name^DL0E4:U65.df
httDRRforum.desrecoii.comRforumRtoic.asIT7$"C\"D^56M6LQ_nm^rograma4
acti&itatilor4din4gradinita