Francis Howell School District...X Curriculum Map/Pacing Guide – included in curriculum...

revised October 2010

Francis Howell School District Curriculum Development & Approval Sequence

Curriculum: Spectra Grade 9-12 Content Leader: Keiren Greenhouse Curriculum Writers: Jon Travis Board of Education Curriculum Information: ____X____ Curriculum Map/Pacing Guide – included in curriculum ____X____ Curriculum Development Review Feedback: Content Leader review – April 11, 2011 Director of Student Learning review – April 25, 2011 Teacher/administrator review via Share Point – April 25, 2011 Curriculum Advisory Council – April 26, 2011 Academic Strategic Planning Committee – May 9, 2011 ___NA____ Text Selection (if applicable)* Publisher _____________________________ Title _____________________________ SE ISBN _____________________________ Approximate Expense _________________ ____X____ Professional Development Plan* Teacher training dates June 6, 2011 Administrator training dates June 6, 2011 Approximate Expense $375 ____X____ Summary of curriculum and revisions: Curriculum was written in the current template. The activities and assessments are aligned to the 21st century skills as well state content and process standards ____X____ Year 1 Review – May 2012 ____X____ BOE First Reading – May 19, 2011 ____X____ BOE Second Reading/Approval – June 2, 2011 *see attached document(s)

Spectra – Grade 9 - 12 Gifted Curriculum

Francis Howell School District

Board Approved: ?????

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Francis Howell School District Mission Statement

Francis Howell School District is a learning community where all students reach their full potential.

Vision Statement

Francis Howell School District is an educational leader that builds excellence through a collaborative culture that values students, parents, employees, and

the community as partners in learning.

Values

Francis Howell School District is committed to: • Providing a consistent and comprehensive education that fosters high levels of academic achievement for all • Operating safe and well-maintained schools • Promoting parent, community, student, and business involvement in support of the school district • Ensuring fiscal responsibility • Developing character and leadership

Francis Howell School District Graduate Goals

Upon completion of their academic study in the Francis Howell School District, students will be able to: 1. Gather, analyze and apply information and ideas. 2. Communicate effectively within and beyond the classroom. 3. Recognize and solve problems. 4. Make decisions and act as responsible members of society.

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Gifted Graduate Goals

Upon completion of their study in the Francis Howell School District gifted education program, students will be able to: Goal I: The gifted learner in the Francis Howell School District will acquire the advanced knowledge and comprehension skills to gather,

understand, analyze, and appropriately apply in-depth information and abstract ideas with a greater degree of independence. Goal II: The gifted learner in the Francis Howell School District will acquire the advanced knowledge and multifaceted skills to communicate

abstract ideas effectively within and beyond the classroom. Goal III: The gifted learner in the Francis Howell School District will demonstrate knowledge of multifaceted thinking skills (critical, creative,

analytical, and organizational) to recognize and solve problems. Goal IV: The gifted learner in the Francis Howell School District will acquire the strategies and skills to understand the complexities of being gifted

and make informed decisions in order to act as a sensitive, responsible member of a global society.

Gifted Rationale

In accordance with the Francis Howell School District Vision Statement, all students have the right to an education that is commensurate with their abilities. Reis, Burns and Renzulli (leaders in the field of gifted education) state that the majority of gifted learners may spend as much as 50% of their time working with curriculum that they have already mastered. This may cause gifted students to spend half of their academic career working well below their abilities.

Gifted children have specific behavioral characteristics in the cognitive and affective realms that present special learning needs that must be addressed by curriculum differentiation (Van Tassel-Baska, 1998). Gifted education provides a means of addressing these particular characteristics and promoting the continual growth of students in an environment that is respectful of individual differences. The gifted program does not substitute or replace the classroom instruction already provided by the Francis Howell District.

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Course Description for Spectra FIRECRACKERS: The gifted department offers an enrichment program known as Firecrackers to Kindergarten students. Working with the classroom teachers, the gifted education specialists identify students who have already mastered basic Kindergarten skills and need enrichment beyond what can be offered in the Kindergarten classroom. It is designed for kindergarten students who show signs of advanced cognitive abilities in relation to their chronological peers. The Firecracker Program is NOT Spectra and Firecracker students have NOT been identified as gifted learners. The goal of the program is to provide students with enrichment activities that will challenge their thinking abilities and stimulate advanced problem solving. Students are in the Firecrackers program for one quarter of the school year, meeting 45-60 minutes per week. There are six core instructional units and students are evaluated on their progress at the end of the quarter. Students who demonstrate mastery of the skills introduced in the core units of the Firecrackers program may be invited to participate in the Firecrackers Extension program, which extends the Firecrackers program for the remainder of the school year for those students. Student progress continues to be evaluated at the end of each quarter. ROCKETS: The gifted department offers an enrichment program known as Rockets to first grade students. Working with the classroom teachers, the gifted education specialists identify students who have already mastered basic first grade skills and need enrichment beyond what can be offered in the first grade classroom. It is designed for first grade students who show signs of advanced cognitive abilities in relation to their chronological peers. The Rocket Program is NOT Spectra and Rocket students have NOT been identified as gifted learners. The goal of the program is to provide students with enrichment activities that will challenge their thinking abilities and stimulate advanced problem solving. Students are in the Rockets program for the entire school year, beginning second quarter and meeting 45-60 minutes per week. There are core instructional units and students are evaluated on their progress at the end of the quarter. SPECTRA (Grades 1-12): The Spectra program is the Francis Howell School District’s program for students identified as gifted. The program is an educational intervention for qualifying students, providing a differentiated, rigorous, cognitive curriculum, while giving students the opportunity to interact with intellectual peers in a supportive environment that meets their particular affective needs. Spectra begins in second grade and spans through to the senior year of high school. The program provides a significant, meaningful and engaging curriculum that is challenging and rigorous for the student. To ensure continuity the gifted curriculum is aligned with the Missouri Show Me Standards. The gifted program faculty consists of at least one gifted education specialist in each elementary, middle school, and high school building. The district employs psychological examiners for the identification of students for the program.

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Elementary School Service Model: The gifted education program at the elementary (1-5) level is a pullout program within each building. The elementary curriculum is divided into two strands: grades 1-3, and grades 4-5. Elementary students receive services for 150 – 240 minutes per week. The gifted education specialist at each site serves as an Educational Resource Teacher (ERT) and provides a variety of gifted services (whole class lessons, meeting with counselors and classroom teachers, meeting with principals, and meeting with parents, etc.) beyond working with gifted students. It is a goal of the FHSD to cluster Spectra students into one or two regular classrooms at each grade level. It is suggested that each cluster group, when possible, consist of 4 – 6 students. "Gifted and talented students should spend the majority of their school day with others of similar abilities and interests in their areas of strength. They should be placed in a cluster of gifted students within an otherwise heterogeneous group." (Karen Rogers, National Research Center on the Gifted and Talented) It is a goal of the FHSD that Spectra students should not be penalized for work missed in the regular classroom when they attend Spectra class. The Spectra curriculum is handled in a unique manner by the district’s professional staff, participating students, and involved families. The Spectra student is accountable for the concepts, principles, and strategies developed by the classroom teacher on the day the student participates in Spectra. Classroom teachers are encouraged to avoid scheduling major tests, assignment due dates for major projects, and field trips on the day gifted students are participating in the Spectra program. Middle School Service Model: The Gifted program (Spectra) is an elective credit at Middle School. Identified gifted students are assigned to Spectra as one of their electives at the 6th, 7th and 8th grade levels. This course is designed to meet the unique and diverse intellectual, emotional and social needs of gifted individuals. All academic areas are open for exploration as enrichment to the student’s existing course schedule. Students are expected to select, pursue and complete one major project before they complete middle school. The skills necessary to complete this project are taught as part of the Spectra curriculum. Group and individual activities focused on creativity, problem solving and personal growth support the gifted curriculum areas of research, communication, and critical thinking and affective needs are provided. According the National Association of Gifted Children (NAGC), gifted education programming must be an integral part of the general education school day (NAGC Standards, 2005). Research indicates that students excel when they learn with like-minded peers, when they are given consistent learning opportunities and when they are allowed to learn and discover in small groups. Having the middle school gifted program one period a day gives our Spectra students daily learning opportunities in Spectra and significantly decreases the disruption and stress that occurs when students are taken from other classes throughout the year. Daily contact time with the gifted education specialists will also provide opportunities for the gifted education specialist to better meet the student’s cognitive and affective needs. At the 6th grade level, students who are taking Spectra will have the choice of band, choir or exploratory wheel as their second elective choice. The gifted education specialists will explore opportunities to incorporate concepts from the Explo Wheel when possible. Seventh and eighth graders will choose one elective class in addition to Spectra.

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High School Service Model: Gifted education at the high school level is a multi-format program designed to meet the diverse academic and emotional needs of gifted students. A full time gifted education specialist is housed in all three Francis Howell high schools. The gifted education specialist at each site serves as a Gifted Resource Teacher (GRT) and provides a variety of gifted services such as meeting with students, working with teachers, participating in competitions, working closely with counselors, engaging in career and college planning, etc. The following three options are designed for students in meeting the four goals of the FH Show Me Standards: Spectra (for notation): No Credit - This course option is designed for the gifted student who has a full schedule and who does not wish to participate in independent study for credit. Students may “drop-in” the class during the school day with the classroom teacher’s permission. There are activities planned for students who “drop-in” that are aligned with the gifted curriculum. Spectra for credit – Prerequisites: Meet state guidelines for admission into the gifted program. This course is designed to meet the unique and diverse intellectual, emotional and social needs of gifted individuals. All academic areas are open for exploration as enrichment to the student’s existing course schedule. Students are expected to select, pursue, and complete a research project of professional quality in an area of interest. In addition to preparing the project, students are expected to participate in group and individual activities focused on communication, critical thinking, personal growth and creativity. Spectra – Honors credit – Prerequisites: Meet state guidelines for admission into the gifted program; one semester of high school gifted credit; and approval of the gifted education specialist. This course is designed to meet the unique and diverse intellectual, emotional and social needs of gifted individuals. All academic areas are open for exploration as enrichment to the student’s existing course schedule. Students are expected to select, pursue, and complete a yearlong research project of professional quality. During the first quarter students will develop an in-depth proposal for this project and acquire a mentor to guide them through the area of study. Only if the student’s proposal is deemed to be of the highest quality by a selected professional committee will they become eligible to receive honors points. Upon completion of the project the committee will convene again to critique the work and presentation. In addition to preparing the project, students are expected to participate in group activities focused on communication, critical thinking, personal growth and creativity. Student and parent must sign an agreement contract.

Curriculum Team Margo Hoffmann

Sharon King Kate Seznak Jon Travis

Lead Gifted Education Specialist Dee Rawls-Opatz Secondary Content Leader Keiren Greenhouse

Director of Student Learning Travis Bracht Chief Academic Officer Mary Hendricks-Harris Superintendent Dr. Pam Sloan

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Semester Plan: Self-Directed Learning-Topic of the Week

Current event topic covered Detail/Objectives

Project/Assessment-All summaries and critiques are to be typed using MLA format

Week 1 Varies Asses a local problem

Analyze a local problem and critique student generated solutions to that problem.

Week 2 Varies Asses a statewide problem

Analyze a statewide problem and critique student generated solutions to that problem.

Week 3 Varies Assess a national problem

Analyze a national problem and critique student generated solutions.

Week 4 Varies Assess an international problem

Analyze an international problem and critique student generated solutions.

Week 5 Varies Interpret a political cartoon

Critique the artist's message in their cartoon. Create a political cartoon on an issue of importance to you.

Week 6 Varies Medicine

Read current articles on advances in medicine and summarize and critique for classmates.

Week 7 Varies Law

Read current articles on current case law and summarize and critique for classmates.

Week 8 Varies Politics

Read current articles on current political issue or activities and summarize and critique for classmates.

Week 9 Varies Arts

Read current articles on issues in the arts and summarize and critique for classmates.

Week 10 Varies Education

Read current articles on issues in education and summarize and critique for classmates.

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Week 11 Varies Student choice

Read current articles of your own choosing. Summarize and critique your findings; share with you classmates





Week 14

Time blocked for presentations

Week 15

Time blocked for presentations

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Semester Plan: Self-Directed Learning-Research Paper

General Research Paper topic covered Detail/Objectives Project/Assessment

Week 1 Choosing your topic

Pick a topic that suits one's curiosity

Brainstorming/Mind managing

Week 2 Planning your search Narrow the topic

Work with mind mapping software like SmartIdeas

Week 3

Constructing your working bibliography

Learn how to cite correctly

Practice writing citations

Week 4

Completing your working bibliography

Site all your sources

Complete your working bibliography

Week 5

Taking notes from recorded and printed sources

Take careful notes

Practice summarization

Week 6

Taking notes from non traditional sources

Find an expert for an interview

Conduct a phone or email interview for your topic

Week 7 Develop a thesis What are you trying to say?

Develop an argument free of fallacies

Week 8 Construct an outline

Use note cards to write paper

Construct a sentence outline that uses main ideas as the Roman Numerals I, II, III, etc, topic sentences as A, B, C, etc. and supporting sentences

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as 1, 2, 3,etc. Write in match pairs so every I gets and II, every A gets a B and every 1 gets a 2, etc.

Week 9 Writing the first draft

Write the first draft using the outline as a guide

Write the first draft. Use your outline and your facilitator.

Week 10

Editing and proofing the first draft

Peer editing as well as facilitator editing

Clean up your paper to make sure your use of English is conveying your argument clearly.

Week 11 Writing the second draft

Incorporate editing comments

Use the comments from peer and facilitator editing to write a second draft of your paper.

Week 12 More editing

Concentrate on content and message and not so much on grammar and mechanics

Edit carefully making sure your argument is clear, understood by those who edit your paper, and supported by facts.

Week 13 Final copy due Turn in final copy Turn in final copy

Week 14 Presentations Present

Be prepared to present at the assigned time

Week 15 Presentations Present

Be prepared to present at the assigned time


Semester Plan: Self-Directed Learning-Vocabulary

Vocabulary topic covered Detail/Objectives Project/Assessment

Week 1 Self-Paced Vocab Activity 1

Self-critique of word attack skills through pre and post tests.

Freerice.com, Rootonyms, www.vocabtest.com (vocabulary and/ morphemes) Study Island, Learning Express Library, etc.





































Freerice.com, Rootonyms, www.vocabtest.com (vocabulary and/


morphemes) Study Island, Learning Express Library, etc.







Content Area: Gifted High School

Gifted Resource Teacher-GRT Course: Spectra Strand: Information and Communication Technology

Learner Objectives: The gifted learner will organize and synthesize gathered information for a semester long project. They will clearly convey their ideas to a targeted audience with the aid of a presentation device at the end of that semester. Concepts: A. Research B. Communication C. Technology

Students Should Know Students Should Be Able to • What makes a source valid • Limits of internet only research • How to write a thesis statement • How to document sources • Proper enunciation • Audio projection

• Choose appropriate sources (GE-ICT, ICT1A, ICT1B, NETS3, P21-IMTS, P21-LCS)

• Develop a logical argument (GE-ICT, ICT1A, NETS2, NETS4, P21-IMTS, P21-LCS)

• Defend the logical argument with research (GE-ICT, ICT2B, NETS3, NETS5, P21-IMTS, P21-LCS)

• Write with academic integrity (GE-ICT, ICT2B, ICT4C, NETS1, NETS5, 21-CS21CT, P21-LIS, P21-LCS)

• Speak to a specific audience’s level (GE-ICT, ICT2A, NETS1, NETS2, NETS4, P21-LIS, P21-LCS)

• Incorporate a computer generated presentation device that accurately depicts their research (GE-ICT, ICT3B, NETS2, NETS5, NETS6, P21-IMTS, P21-LCS)

Instructional Support

Student Essential Vocabulary Validity-determining the authority of the

author

Research Logical argument Thesis Citation Modern Language Association (MLA)

Presentation Academic integrity Sources Target Audience Presentation Software Enunciation Online Writing Lab @

Purdue University (OWL)

Investigate Analyze

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Readiness & Equity Section SLA = Sample Learning Activities & SA = Sample Assessments

21st Century Themes Comm Arts Non Fiction Reading & Writing Learning & Innovation Skills Enrichment Opportunity Information, Media, & Technology Skills Intervention Opportunity Life & Career Skills Gender, Ethnic, & Disability Equity

Sample Learning Activities Sample Assessments Learning Activity #1: Gifted students generally have a wide range of interests and a need to know. These two websites were suggested by Spectra students because of their engaging and challenging content: TED.com where experts in their respective fields share topics with an audience and RSA Animate, a site where lectures erupt visually for the listener. Sir Ken Robinson’ talk, “Changing Education Paradigms” is an animated talk at RSA Animate that examines the current form of educating students and postulates that it is a poor method of education in light of modern times. View the animated lectures here: http://www.ted.com/talks/ken_robinson_changing_education_paradigms.html At the video’s end is a snapshot of the lecture. Choose two of the topics represented in that snapshot and find two sources that either support or dispute the comments of Sir Robinson. For each of your four sources:

a) Analyze the validity of your source b) Cite the source using MLA format c) Summarize the content of your sources d) Present your findings to a partner.

Activity’s Alignment STANDARDS/ PROCESS

GE-ICT information and communication technology ICT3A source selection ICT3B source navigation NETS3 research and information fluency NETS5 digital citizenship P21-CS21CT core subjects and 21st century themes P21-LIS learning and innovation skills

Assessment #1: Choose a project or subject area that you researched this semester. Detail what continues to interest you and also on what you are no longer interested in about this project or subject area. Cite three sources you used while researching this project or subject area. In a minimum of a five-sentence paragraph, describe what most caught your attention and brought you to participate in this research. Give supporting details and examples from your experience and research. Share your experience with classmates.

Assessment’s Alignment STANDARDS/ PROCESS

GE-ICT information and communication technology ICT1A process components ICT1B process approach ICT2A purpose and audience ICT2B focus questions/keywords NETS1 creativity and innovation NETS2 communication and collaboration NETS3 research and information fluency NETS4 critical thinking, problem solving, and decision making NETS5 digital citizenship P21-LIS learning and innovation skills P21-IMTS information, media, and technology


http://www.ted.com/talks/ken_robinson_changing_education_paradigms.html

http://www.ted.com/talks/ken_robinson_changing_education_paradigms.html

CA4 writing formally; CA5 evaluating presentations CA6 making presentations 1.5 comprehend/evaluate resources 1.7 evaluate information 2.3 exchange ideas and take others’ perspectives

DOK 3 strategic thinking 4 extending thinking

INSTRUCTIONAL STRATEGIES

Summarizing

skills P21-LCS life and career skills CA3 reading nonfiction CA4 writing formally CA6 making presentations 1.1 develop research questions/ideas 1.2 conduct research 1.5 comprehend/evaluate resources

DOK 3 strategic thinking 4 extending thinking

LEVEL OF EXPECTATION

Mastery – 85%


21st Century Themes Non Fiction Reading & Writing Learning & Innovation Skills Enrichment Opportunity Information, Media, & Technology Skills Intervention Opportunity Life & Career Skills Gender, Ethnic, & Disability Equity

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Sample Learning Activities Sample Assessments Learning Activity #2 : Choose a topic for your in-depth independent study. Once the proposal is approved by the facilitator, fill out the following proposal: Gifted Self-Directed Project Proposal

• Proposed Subject: • Product and/or portfolios will include, but not be limited to: • Research will include, but not be limited to: • Academic Rigor will be addressed in: • At the end of the class I expect to have accomplished: • Proposed rubric for work: • Student Signature

See Appendix ICT-1 for a copy of the proposal.


GE-ICT information and communication technology ICT1A process components ICT1B process approach ICT2A purpose and audience NETS1 creativity and innovation NETS3 research and information fluency NETS4 critical thinking, problem solving, and decision making NETS5 digital citizenship P21-LIS learning and innovation skills P21-IMTS information, media, and technology skills CA4 writing formally 1.1 develop research questions/ideas 1.3 organize information using tools

DOK 4 extended thinking INSTRUCTIONAL STRATEGIES

Setting objectives and providing feedback

Assessment #2: Summarize a book or books you have read this semester in two to three paragraphs, a minimum of half a page. Choose three characters and compare and/or contrast them using psychoanalysis, personality profiling, and interactional pattern analysis. List 5 descriptors for each character and one event that shows this character at their best or worst. Tell two stories for each character that make him/her/it memorable or worthwhile.


GE-ICT information and communication technology ICT1B process approach ICT2B focus questions/keywords NETS1 creativity and innovation NETS4 critical thinking, problem solving, and decision making P21-CS21CT core subjects and 21st century themes P21-LIS learning and innovation skills P21-IMTS information, media, and technology skills CA4 writing formally 2.4 present perceptions and ideas 4.3 analyze individuals’ responsibility

DOK 3 strategic thinking 4 extended thinking


Mastery – 85%

NOTE: These sections will be partially completed during the curriculum writing process and finalized during the year one review process.

Student Resources Teacher Resources General: Enrichment: Intervention:

General: Enrichment: Intervention:

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Gifted Resource Teacher-GRT Course: Spectra Strand: Problem Solving

Learner Objectives: The gifted learner will apply acquired thinking skills, both critical and creative, to solve real world problems. Concepts: A. Creative Thinking Skills B. Critical and Logical Thinking Skills C. Creative Problem Solving and Decision Making

Students Should Know Students Should Be Able to • How to apply innovative solutions to real world problems • Create a plan to solve complex and ever changing problems.

• Given a problem, choose appropriate thinking skill (GE-PS, ICT1A, ICT4B, NETS1, NETS3, P21-LIS)

• Create a logical argument (GE-PS, ICT1B, ICT2A, NETS2, NETS4, P21-IMTS)

• Design a problem solving structure where none may seem to exist (GE-PS, ICT4B, ICT3B, NETS3, NETS4, P21-LIS)


Student Essential Vocabulary Critical thinking Creative thinking Lateral thinking Matrices Logical reasoning Problem solving

Assess the problem Plan strategies Real world problem Inductive Deductive




Sample Learning Activities Sample Assessments Learning Activity #1: Real World Problem Solving Given a prompt, analyze the problem, design a solution and critique

other solutions. Genetic Testing*

Scientists are currently looking into the genetic testing of humans so that we will know if we are genetically prone to obesity, smoking, violence, etc. How will people respond to the availability of such tests? How much will be shared with insurance companies and law enforcement agencies? Examples: If health insurance companies know that you will become obese and need treatment for obesity related diseases, they may charge you more or cancel your coverage. If you are genetically prone to violence, you may be monitored by law enforcement agencies. In what other ways can this information be used? What are the benefits and drawbacks to genetic testing? Will some governments, employers, or insurance companies require it? Will genetic testing become the “Big Brother” of the future?

Working in small groups, discuss the implications of genetic testing. Find sources to supplement the prompt that will aid you in developing your solution to the problem. Examine all sides of this issue before deciding on your final plan.

*copied from Future Problem Solvers Program International

Assessment #1: Real World Problem Solving Given a prompt, analyze the problem, design a solution and critique

other solutions.

Emergency Planning*

Major regional and national emergencies – severe weather events like the 2004 Indian Ocean tsunami, the devastation of New Orleans by Hurricane Katrina in 2005, and acts of terrorism like the attacks of September 11, 2001 – are an unavoidable reality. There are tremendous costs associated with rebuilding destroyed structures and cities, treating injured people, and rapidly relocating needed equipment and personnel. Often, governments’ and nongovernmental organizations’ ability to respond to disasters do not meet the needs and expectations of affected people. How can institutions – governments, businesses, charities, etc. – better prepare for unforeseeable disasters? Who should have primary responsibility for coordinating responses to major emergencies? What kind of planning is needed to respond to disasters such as cyber-attacks or poisoned water sources?

Working in small groups, discuss the emergency preparations for natural and man-made disasters. Consider both local and national preparations. Find sources to supplement the prompt that will aid you in developing your solution to the problem. Examine all sides of this issue before deciding on your final plan.



GE-PS problem solving ICT1B process approach ICT3B source navigation ICT4C reliability NETS1 creativity and innovation NETS2 communication and collaboration NETS3 research and information fluency NETS4 critical thinking, problem solving, and decision making P21-LIS learning and innovation skills CA3 reading nonfiction SC8 impact of science on resources 3.1 identify and define problems 3.4 evaluate problem-solving processes 3.5 reason logically 3.8 assess consequences



Cooperative learning


GE-PS problem solving ICT1B process approach ICT3B source navigation ICT4C reliability NETS3 research and information fluency NETS4 critical thinking, problem solving, and decision making P21-IMTS information, media, and technology skills CA3 reading nonfiction SC8 impact of science on resources 3.1 identify and define problems 3.4 evaluate problem-solving processes 3.5 reason logically 3.8 assess consequences



Mastery – 80%

Readiness & Equity Section

SLA = Sample Learning Activities & SA = Sample Assessments 21st Century Themes Non Fiction Reading & Writing Learning & Innovation Skills Enrichment Opportunity Information, Media, & Technology Skills Intervention Opportunity Life & Career Skills Gender, Ethnic, & Disability Equity


Sample Learning Activities Sample Assessments Learning Activity #2: Logical Reasoning Practice See Problem Solving Appendix PS-1, a PowerPoint presentation from the University of Texas on Logical Reasoning before practicing the logical reasoning questions found in Problem Solving Appendix PS-2 Practice: Time yourself on these 10 LSAT (Law School Admission Test) practice questions.


GE-PS problem solving ICT1A process components ICT1B process approach NETS4 critical thinking, problem solving, and decision making P21-LIS learning and innovation skills CA3 reading nonfiction MA3 data analysis 3.6 examine solutions from many perspectives 3.7 evaluate strategies

DOK 4 extended thinking INSTRUCTIONAL STRATEGIES

Identifying similarities and differences; Nonlinguistic representations.

Assessment #2: Visit http://www.puzzlersparadise.com/onlinelogic/BirthdayGuessingGame.htm to practice logic puzzles taking care to read each clue thoroughly because much information resides in each of the clues. See Problem Solving Appendix PS-3 for an example of this puzzle type.


GE-PS problem solving ICT1A process components ICT2B focus questions/keywords NETS3 research and information fluency NETS4 critical thinking, problem solving, and decision making P21-LIS learning and innovation skills P21-IMTS information, media, and technology skills MA3 data analysis 3.2 apply others’ strategies 3.6 examine solutions from many perspectives 4.1 support decisions



Mastery – 80%

http://www.puzzlersparadise.com/onlinelogic/BirthdayGuessingGame.htm




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Gifted Resource Teacher-GRT Course: Spectra Strand: Affective Needs

Learner Objectives: The gifted learner will develop skills of self-sufficiency. These skills will be applied in academics, personal/social contexts, planning post-secondary education and planning for future/career. Concepts: A. Interpersonal B. Coping Skills C. Goal Setting D. Organization

Students Should Know Students Should Be Able to • Pitfalls of perfectionism • Pitfalls of procrastination • How to use a planner

• Set realistic and attainable academic and personal goals (GE-AN, ICT2B, NETS1, P21-LCS)

• Weigh pros and cons of an impending decision (GE-AN, ICT4B, ICT4C, NETS4, P21-LIS)

• Propose an independent in-depth study (GE-AN, ICT1B, NETS2, P21-LCS)

• Differentiate planning needed for short term v. long term goals (GE-AN, ICT1A, ICT2B, NETS4, P21-LIS

• Analyze short v. long term outcome (GE-AN, ICT4B. ICT4C, NETS4, NETS5, P21-LIS)


Student Essential Vocabulary

Goal setting Procrastination Perfectionism Organizer/planner Proposal Long term Short term Independent study Academic goals Personal goals




Sample Learning Activities Sample Assessments Learning Activity #1: College Planning Using the appropriate sheet from the appendices, fill out the worksheet and save it in your college portfolio. You will add to this portfolio sequentially as you matriculate through high school.


GE-AN affective needs ICT1B process approach ICT4B relevance NETS4 critical thinking, problem solving and decision making P21-LCS life and career skills CA3 reading nonfiction 4.5 develop plans of action 4.8 explore job opportunities



Advance organizers; Similarities and differences

Assessment #1: College Planning Create a list of questions you have for the colleges on your worksheet. Remember, not all questions asked will be the same at each college. Choose the questions from the appendices that are important to you for each school. Add them to your school visit list and add then to your portfolio. Remember that your questions may change as you get older and your interests change or become more focused. Be prepared to review your list frequently and make the necessary adjustments.

Assessment’s Alignment

STANDARDS/ PROCESS

GE-AN affective needs ICT1B process approach ICT2B focus questions/keywords NETS1 creativity and innovation NETS3 research and information fluency P21-IMTS information, media and technology skills P21-LCS life and career skills CA3 reading nonfiction SS6 relationships of people and culture 1.8 organize data and ideas 2.7 use information technology 3.5 reason logically



Mastery – 90%




Sample Learning Activities Sample Assessments Learning Activity #2 :Personality Profile Affective Needs Appendix AN-1 Take a personality profile online from one of the listed websites. Answer honestly about yourself. When you have finished, print out a copy of your results and visit with your facilitator regarding the results. Several of the sites in AN-1 have personality types matched with certain jobs. You can look into those jobs by visiting the Bureau of Labor Statistics website and read about those jobs. (A caveat: Don’t let an internet test sway you from pursuing a career you’d like just because it says your personality doesn’t match that career. We change as we age as do our needs and our wants). Create a list of 5 areas that interest you, share them with your facilitator and then put them in your college portfolio.


GE-AN affective needs ICT1B process approach ICT4A message NETS3 research and information fluency NETS4 critical thinking, problem solving, and decision making P21-LCS life and career skills CA6 making presentations PE2 physical and mental health 1.4 organize information using tools 1.7 evaluate information 1.8 organize data and ideas 4.8 explore job opportunities



Summarizing and note taking, advance organizers

Assessment #2: Personality Profile Using the list of schools you might be interested in attending, perform a careful, in-depth search of each of your schools. Find out what the diversity is, about their intramurals, what percent of applications they accept, what the teacher to student ratio is, and so on. The College Board’s College Handbook and their Book of Majors provide you with a one stop shopping experience regarding the schools you are interested in attending. You may find the major you wish to pursue is not offered at a college you would like to attend. After each in-depth study of a school, visit with your facilitator to discuss your findings. Remember to use the college visit question list for guidance. You can that list in the Affective Needs Appendix AN-2.


GE-AN affective needs ICT1B process approach ICT4A message NETS2 communication and collaboration NETS4 critical thinking, problem solving, and decision making P21-LIS P21-LCS life and career skills CA3 reading nonfiction SS6 relationships of people and culture 1.4 organize information using tools 1.7 evaluate information 1.8 organize data and ideas 4.8 explore job opportunities



Mastery – 90%






Content Area: High School Spectra

Gifted Resource Teacher-GRT Course: Honors Spectra (year long) Strand: Honors Spectra

Learner Objectives: Students will prepare a proposal for a yearlong in-depth study that meets the requirements for rigor as decided by the HS Spectra PLC and/or other advisors. Concepts: A. Writing a proposal for an in-depth rigorous independent study B. Maintaining flexibility so the project can change as research directs C. Being adaptable to incorporate the committee’s recommendation(s)

Students Should Know Students Should Be Able to • The time commitment is enormous. • How to write a formal paper • Be certain of the field they wish to research • Present complex ideas in ways that anyone could comprehend

• Access databases outside the school’s library. (GE-HS, ICT3A, ICT3B, NETS3, NETS6, P21-IMTS)

• Work with the facilitator to choose a mentor for the project (GE-HS, ICT1A, ICT1B, NETS3, NETS6, P21-LCS)

• Produce a product that shows mastery of the study (GE-HS, ICT2B, NETS1, NETS2, P21-LIS, P21-CS21CT)

• Set and accomplish goals (GE-HS, ICT1A, ICT4C, NETS3, NETS4, P21-LCS)

• Produce and conduct a professional presentation for a targeted audience (GE-HS, ICT2A, NETS5, NETS6 P21-IMTS)


Student Essential Vocabulary Student Essential

Vocabulary

Validity-determining the authority of the

author

Research Logical argument Thesis Citation Modern Language Association (MLA)

Presentation Academic integrity Sources Target Audience Presentation Software Enunciation Online Writing Lab @

Purdue University (OWL)

Investigate Analyze




Sample Learning Activities Sample Assessments Learning Activity #1: Choosing a topic Student will brainstorm ideas for an honors project. Honors students may work on this together because more input in brainstorming is better than less. After the brainstorming activity, honors students will use webbing or mind management software, i.e. SmartIdeas 5, to begin branching out ideas from their central topic. Two weeks into the semester, the honors students will meet with the facilitator to discuss the appropriateness of the project and complete a project proposal and a parent-student contract to assure parents have full awareness of the project Students will have a graphic organizer of their project displaying a timeline necessary for completing the project.


GE-HS honors spectra ICT1B process approach ICT2A purpose and audience NETS1 creativity and innovation NETS2 communication and collaboration P21-LIS learning and innovation skills CA3 reading nonfiction SC8 impact of science on resources SS7 tools of social science inquiry 1.1 develop research questions/ideas 1.2 conduct research 1.5 comprehend/evaluate relationships 3.6 examine solutions form many perspectives

Assessment #1: Project Proposal Four weeks into the semester the honors student will research and continue their project proposal, an outline of the year long independent project. There will always be changes to the student’s proposal, but changes need to be approved by the facilitator. The proposal is in the Honors Spectra Appendix HS-1.

Assessment’s Alignment STANDARD/ PROCESS

GE-HS honors spectra ICT3A source selection ICT4C reliability NETS3 research and information fluency NETS4 critical thinking, problem solving, and decision making NETS6 technology operations and concepts P21-IMTS information, media, and technology skills P21-LCS life and career skills SC7 scientific inquiry CA3 reading nonfiction 2.1 plan and make presentations 3.1 identify and define problems 4.5 develop plans of action



Mastery – 95%




Cooperative learning, setting objectives and providing feedback.



Sample Learning Activities Sample Assessments Learning Activity #2 : Interviewing an Expert Working with your mentor, set up an interview with either your mentor, or another. This interview does not need to be a face-to-face interview; it can be via telephone, email, Skype or even by good old snail mail. The point of the interview is to learn more about your topic or to see a different perspective or direction to take. You should have a list of questions that you want to ask typed or written out much like a script. You may vary from that script, but the importance of the preplanning is so you do not forget to ask that “one thing” you really wanted to know. Have materials handy to record the responses to your questions such as pen and paper, and if your interviewee will allow it, try to record the conversation as the give and take of a conversation flows much faster than one can write. A court stenographer is on neither side of the case so only worries about what is said. Contemplating what is said, formulate questions, and make connections. You want this interview early in your research to help you decide if the path you are taking is the one you want. Remember, the person you are interviewing is an adult, probably works, and like most people, has enough on their plate. Be patient if you get postponement notices, but be persistent. Learn more about the interview process at http://owl.english.purdue.edu/owl/resource/708/1/. (It’s good stuff!)

Assessment #2: Writing your Thesis Statement The time is now to decide what type of research question you will be answering. A quick look at http://owl.english.purdue.edu/owl/resource/545/01/ will refresh your memory about the content of a good thesis statement. One should not expect to write the perfect statement at this point because much research has yet to take place. Your thesis statement is a living, breathing thing of life that can morph itself into another form as research progresses.

In this activity we are going to practice writing thesis statements based on the following prompts from Honors Spectra Appendix HS-2.

Assessment’s Alignment

STANDARD/ PROCESS

GE-HS honors spectra ICT3A source selection ICT4C reliability NETS3 research and information fluency NETS4 critical thinking, problem solving, and decision making NETS6 technology operations and concepts P21-IMTS information, media, and technology skills P21-LCS life and career skills SC7 scientific inquiry CA3 reading nonfiction

http://owl.english.purdue.edu/owl/resource/708/1/

http://owl.english.purdue.edu/owl/resource/545/01/



GE-HS honors spectra ICT1B process approach ICT2A purpose and audience NETS1 creativity and innovation NETS2 communication and collaboration P21-LIS learning and innovation skills CA3 reading nonfiction SC8 impact of science on resources SS7 tools of social science inquiry 1.3 develop research questions/ideas 1.4 conduct research 1.5 comprehend/evaluate relationships 3.6 examine solutions form many perspectives



Cooperative learning, setting objectives and providing feedback.

2.1 plan and make presentations 3.1 identify and define problems 4.5 develop plans of action



Mastery – 95%

NOTE: These sections will be partially completed during the curriculum writing process and finalized during the year one review process



Francis Howell School District...X Curriculum Map/Pacing Guide – included in curriculum...

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Transcript of Francis Howell School District...X Curriculum Map/Pacing Guide – included in curriculum...

Francis Howell School District...____X____ Curriculum Map/Pacing Guide – included in curriculum...

Documents

Transcript of Francis Howell School District...____X____ Curriculum Map/Pacing Guide – included in curriculum...

Francis Howell School District...X Curriculum Map/Pacing Guide – included in curriculum...

Transcript of Francis Howell School District...X Curriculum Map/Pacing Guide – included in curriculum...