Gifted Reading 3/4
year 1: Explorations
Anchor STANDARDS
Reading
CCSS.ELA-LITERACY.CCRA.R.1
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
CCSS.ELA-LITERACY.CCRA.R.4
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
CCSS.ELA-LITERACY.CCRA.R.10
Read and comprehend complex literary and informational texts independently and proficiently.
Speaking and Listening
CCSS.ELA-LITERACY.CCRA.SL.2
Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
CCSS.ELA-LITERACY.CCRA.SL.4
Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
Writing
CCSS.ELA-LITERACY.CCRA.W.7
Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
CCSS.ELA-LITERACY.CCRA.W.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Language
CCSS.ELA-LITERACY.CCRA.L.3
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
CCSS.ELA-LITERACY.CCRA.R.1
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
CCSS.ELA-LITERACY.CCRA.R.4
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
CCSS.ELA-LITERACY.CCRA.R.10
Read and comprehend complex literary and informational texts independently and proficiently.
Speaking and Listening
CCSS.ELA-LITERACY.CCRA.SL.2
Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
CCSS.ELA-LITERACY.CCRA.SL.4
Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
Writing
CCSS.ELA-LITERACY.CCRA.W.7
Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
CCSS.ELA-LITERACY.CCRA.W.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Language
CCSS.ELA-LITERACY.CCRA.L.3
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
BIG IDEAS
- The travels of explorers may influence history.
- The explorations of new frontiers may impact advancements in other fields of study.
- Perseverance may make previously impossible tasks a reality.
- Explorers may transfer parts of their cultures to other cultures.
- Accomplishing previously impossible tasks may encourage future explorers to take a calculated risks
ESSENTIAL QUESTIONS
- How is exploration vital to the evolution of society?
- How has exploration impacted history?
VOCABULARY
CULTURE -
EXPLORE -
HISTORY -
INNOVATION -
SOCIETY -
- the beliefs, customs, arts, etc., of a particular society, group, place, or time
- A particular society that has its own beliefs, ways of life, art, etc.
EXPLORE -
- to look at (something) in a careful way to learn more about it : to study or analyze (something)
HISTORY -
- past events that relate to a particular subject, place, organization, etc.
INNOVATION -
- the act or process of introducing new ideas, devices, or methods
SOCIETY -
- people in general thought of as living together in organized communities with shared laws, traditions, and values
ADDITIONAL RESOURCES
Performance tasks
Trimester 1 Summary:
Students will research a destination of choice, and create a treasure box of artifacts that represent his/her location. Visitors will view the treasure boxes and make inferences about where the students explored based upon the artifacts. Students will respond to each visitor’s feedback via email.
Students will research a destination of choice, and create a treasure box of artifacts that represent his/her location. Visitors will view the treasure boxes and make inferences about where the students explored based upon the artifacts. Students will respond to each visitor’s feedback via email.
Gifted Reading 3/4
YEAR 2: PERSPECTIVES
Anchor Standards
CCSS.ELA-LITERACY.CCRA.W.7
Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
CCSS.ELA-LITERACY.CCRA.W.8
Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
CCSS.ELA-LITERACY.CCRA.W.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
CCSS.ELA-LITERACY.CCRA.W.8
Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
CCSS.ELA-LITERACY.CCRA.W.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
BIG IDEAS
- Based on one’s perspective, the same events can be viewed differently.
- Culture plays an important role in an individual’s perspectives.
- Universal themes can be found in various cultures, with different perspectives.
ESSENTIAL QUESTIONS
- How does your perspective affect your view of reality?
- How does one’s culture influence their perspective?
- Do perspectives change over time?
VOCABULARY
CULTURE -
PERSPECTIVE -
REALITY -
- the beliefs, customs, arts, etc., of a particular society, group, place, or time
- a particular society that has its own beliefs, ways of life, art, etc.
PERSPECTIVE -
- a mental view or prospect
REALITY -
- the true situation that exists : the real situation
- something that actually exists or happens : a real event, occurrence, situation, etc.
ADDITIONAL RESOURCES
PERFORMANCE TASKS
THESE ARE JUST EXAMPLES OF POSSIBLE PERFORMANCE TASKS AND WILL VARY FROM CLASS TO CLASS
Performance Task #1: Individual
Interview family member about their first day of school growing up. Write a short story from their perspective.
Performance Task #2: Literary
Write a book from the perspective of an animal (research an animal). See Diary of a Worm as example.
Performance Task #3: Cultural
Compare and contrast 2 different creation myths from different cultures. Explain how they think the culture (of one) influenced their creation myth.
Performance Task #4: Historical
Students debate about whether the colonists were justified in seceding from the union. One group - Colonies, One group - Britain
Interview family member about their first day of school growing up. Write a short story from their perspective.
Performance Task #2: Literary
Write a book from the perspective of an animal (research an animal). See Diary of a Worm as example.
Performance Task #3: Cultural
Compare and contrast 2 different creation myths from different cultures. Explain how they think the culture (of one) influenced their creation myth.
Performance Task #4: Historical
Students debate about whether the colonists were justified in seceding from the union. One group - Colonies, One group - Britain