Gifted Reading 5/6
YEAR 1: CHANGES
priority and supporting standards
RI.6.7
Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
WHST.6-8.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
SL.6.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.
RI. & RL. 6.10
By the end of the year, read and comprehend fiction and nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
SL.6.2
Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
WHST.6-8.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
SL.6.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.
RI. & RL. 6.10
By the end of the year, read and comprehend fiction and nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
SL.6.2
Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
big ideas
- Change is perceived differently by various cultures.
- Change occurs gradually over time.
- Change often requires people to adjust their mindset/perspective.
- Technology often brings about societal changes.
essential questions
- What causes change?
- How do individuals react/respond to change?
- How can change cause growth?
- How does society change over time?
- How has social media and recent technology changed the way we live?
vocabulary
CHANGE -
- to become different
- To make (someone or something) different
- 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.
- Development from a simpler to more complex stage
- an attitude, disposition, or mood
- the state of one's ideas, the facts known to one, etc., in having a meaningful interrelationship
- the aggregate of people living together in a more or less ordered community
- an organization or club formed for a particular purpose or activity
resources
books |
websites
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Performance Tasks
THESE ARE JUST EXAMPLES OF POSSIBLE PERFORMANCE TASKS AND WILL VARY FROM CLASS TO CLASS
Performance Task #1: Create a “Coming of Age” ceremony for today. Include age of individual, activities to be completed, purpose of ceremony, and your reasoning in your choices.
Performance Task #2: Students develop perseverance (internal change) through either a science project, technology project, or arts project.
Performance Task #3: Socratic Seminar - could be on Robber Barons (Gilded Age), could be on what decade/time period in US has seen most changes, etc.
Performance Task #4: Design and create a marketing campaign for a product that we may use in the future (at least 50 years).
Performance Task #2: Students develop perseverance (internal change) through either a science project, technology project, or arts project.
Performance Task #3: Socratic Seminar - could be on Robber Barons (Gilded Age), could be on what decade/time period in US has seen most changes, etc.
Performance Task #4: Design and create a marketing campaign for a product that we may use in the future (at least 50 years).
Gifted Reading 5/6
YEAR 2: conflict
PRIORITY AND SUPPORTING STANDARDS
WHST.6-8.2
Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
SL.6.3
Delineate a speaker's argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.
RI.6.7
Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
RL.6.2
Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
SL.6.3
Delineate a speaker's argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.
RI.6.7
Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
RL.6.2
Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
BIG IDEAS
- Conflict occurs naturally.
- Analyzing differing viewpoints can make sense of a conflict.
- Conflicts can bring about positive or negative change.
ESSENTIAL QUESTIONS
- How does conflict shape society?
- What can we do to resolve conflict in our world(school/home,etc)?
- Is conflict always negative?
VOCABULARY
CHANGE -
- to become different
- to make (someone or something) different
- to become something else
- a struggle for power, property, etc.
- strong disagreement between people, groups, etc., that results in often angry argument
- a difference that prevents agreement : disagreement between ideas, feelings, etc.
- people in general thought of as living together in organized communities with shared laws, traditions, and values
- the people of a particular country, area, time, etc., thought of especially as an organized community
- a way of looking at or thinking about something
RESOURCES
books
|
websites
|
PERFORMANCE TASKS
THESE ARE JUST EXAMPLES OF POSSIBLE PERFORMANCE TASKS AND WILL VARY FROM CLASS TO CLASS
Performance Task #1: Students create an action plan for dealing with a common internal conflict (check Brainology for possible lessons)
Performance Task #2: Students will research a historical conflict/ court case and become an expert. They will write an informative essay on the conflict (following WHST) standards.
Performance Task #3: Group comes up with a solution for their chosen conflict and a plan for advocating/communicating their solution.
Performance Task #4: Create a product/visual representation of the conflicts present in their novels. Possible ideas: Storyboard, picture notes, presentation, drawing, essay, song,
Performance Task #2: Students will research a historical conflict/ court case and become an expert. They will write an informative essay on the conflict (following WHST) standards.
Performance Task #3: Group comes up with a solution for their chosen conflict and a plan for advocating/communicating their solution.
Performance Task #4: Create a product/visual representation of the conflicts present in their novels. Possible ideas: Storyboard, picture notes, presentation, drawing, essay, song,