2nd Grade Gifted Curriculum - Park Hill School District · Board Approved 2016 . 2nd Grade Gifted Curriculum. Course Description: Description - Times New Roman 12 Font. All units

Board Approved 2016

2nd Grade Gifted Curriculum

Course Description: Description - Times New Roman 12 Font All units run concurrently throughout the entire year. Scope and Sequence:

Timeframe Unit Instructional Topics

30 Sessions Problem Solving Topic 1: Problem Solving

30 Sessions Creative Thinking Topic 1: Thinking Skills

30 Sessions Affective/Research Topic 1: Affective Learning

Draft: June, 2016 P a g e | 2

Problem Solving

Subject: Gifted Grade: 2 Name of Unit: Problem Solving Length of Unit: 30 Sessions, concurrently with the other 2nd Grade Gifted Units Overview of Unit: Students will learn and apply a variety of strategies for solving difficult math and logic problems. Students will extract relevant information, model their thinking, and explain their reasoning for the strategy they select and the solution to which they arrive. Priority Standards for unit:

● CCSS.MP1 Make sense of problems and persevere in solving them. ● CCSS.MP4 Model with mathematics. ● CCSS.MP6 Attend to precision.

Supporting Standards for unit: ● CCSS.MP5 Use appropriate tools strategically. ● NGSS.SEP.5 Using Mathematics and Computational Thinking


Unwrapped Concepts (Students need to know)

Unwrapped Skills (Students need to be able to

do) Bloom’s Taxonomy

Levels Webb's DOK of problems and in solving

them Make Sense, Persevere Understand, Apply 2, 3 with mathematics Model Apply 2 tools strategically Use Appropriate Evaluate 3

to precision Attend Apply 2, 3 Questions and Asking, Defining Understand, Analyze 1, 2

Mathematics and Computational Thinking Using Apply 2

existing knowledge to new ideas, products, or processes Apply, Generate Apply, Create 2, 3 models and simulations to explore complex systems

and issues Use Apply 2


Essential Questions: 1. How do I model my thinking in solving difficult problem? 2. How do I determine what information is relevant when solving problems? 3. How do I look at problems from multiple perspectives? 4. How do I develop systematic approaches to solving problems?

Enduring Understanding/Big Ideas:

1. I can learn to model my thinking through the use of specific problem-solving strategies. 2. I can identify and extract necessary information in a situation to solve a problem,

eliminating irrelevant information. 3. I can use multiple strategies to solve the same problem. 4. I use the 4-Step Problem-Solving method to solve difficult convergent thinking problems.

Unit Vocabulary:

Academic Cross-Curricular Words Content/Domain Specific

● Flexibility ● Fluency ● GRIT (Growth, Resilience, Initiative,

and Tenacity) ● Mindset ● Precision ● Strategy

● Computation ● Diagram ● Logic ● Pattern ● Table

Resources for Vocabulary Development: ● Primary Resource for Unit: The Problem Solver, Grade 3 Second Edition-- Student

Workbook ● Creative Publications: Judy Goodnow and Shirley Hoogeboom ● https://docs.google.com/a/parkhill.k12.mo.us/presentation/d/1zT2D82GgDc4Je5GX7rqo

5nqo1XgLbOgTBg5DrbsPe4Q/edit?usp=sharing ● Curricular Resources ● Teacher Discussion ● Technology Resources ● Math Dictionary for Kids

https://docs.google.com/a/parkhill.k12.mo.us/presentation/d/1zT2D82GgDc4Je5GX7rqo5nqo1XgLbOgTBg5DrbsPe4Q/edit?usp=sharing

https://docs.google.com/a/parkhill.k12.mo.us/presentation/d/1zT2D82GgDc4Je5GX7rqo5nqo1XgLbOgTBg5DrbsPe4Q/edit?usp=sharing


Topic 1: Problem Solving

Engaging Experience 1 Title: Act Out or Use Objects Suggested Length of Time: 3 Sessions Standards Addressed Priority:


Supporting: ● CCSS.MP5 Use appropriate tools strategically. ● NGSS.SEP.5 Using Mathematics and Computational Thinking

Detailed Description/Instructions: The teacher will introduce strategy using The Problem Solver, Grade 3 as a resource for students. Students will practice strategies using student workbook. Bloom’s Levels: Apply, Analyze, Evaluate Webb’s DOK: 2, 3 Rubric: To be created Engaging Experience 2 Title: Use or Make a Picture or Diagram Suggested Length of Time: 3 Sessions Standards Addressed Priority:



Detailed Description/Instructions: The teacher will introduce strategy using The Problem Solver, Grade 3 as a resource for students. Students will practice strategies using student workbook. Bloom’s Levels: Apply, Analyze, Evaluate, Create Webb’s DOK: 2, 3 Rubric: To be created Engaging Experience 3 Title: Use or Make a Table Suggested Length of Time: 3 Sessions Standards Addressed Priority:




Detailed Description/Instructions: The teacher will introduce strategy using The Problem Solver, Grade 3 as a resource for students. Students will practice strategies using student workbook. Bloom’s Levels: Apply, Analyze, Evaluate, Create Webb’s DOK: 2, 3 Rubric: To be created Engaging Experience 4 Title: Make an Organized List Suggested Length of Time: 3 Sessions Standards Addressed Priority:



Detailed Description/Instructions: The teacher will introduce strategy using The Problem Solver, Grade 3 as a resource for students. Students will practice strategies using student workbook. Bloom’s Levels: Apply, Analyze, Evaluate, Create Webb’s DOK: 2, 3 Rubric: To be created Engaging Experience 5 Title: Look for a Pattern Suggested Length of Time: 3 Sessions Standards Addressed Priority:



Detailed Description/Instructions: The teacher will introduce strategy using The Problem Solver, Grade 3 as a resource for students. Students will practice strategies using student workbook. Bloom’s Levels: Apply, Analyze, Evaluate, Create Webb’s DOK: 2, 3 Rubric: To be created


Engaging Experience 6 Title: Work Backwards Suggested Length of Time: 3 Sessions Standards Addressed Priority:



Detailed Description/Instructions: The teacher will introduce strategy using The Problem Solver, Grade 3 as a resource for students. Students will practice strategies using student workbook. Bloom’s Levels: Apply, Analyze, Evaluate, Create Webb’s DOK: 2, 3 Rubric: To be created Engaging Experience 7 Title: Logical Reasoning Suggested Length of Time: 3 Sessions Standards Addressed Priority:



Detailed Description/Instructions: The teacher will introduce strategy using The Problem Solver, Grade 3 as a resource for students. Students will practice strategies using student workbook. Bloom’s Levels: Apply, Analyze, Evaluate, Create Webb’s DOK: 2, 3 Rubric: To be created Engaging Experience 8 Title: Make it Simpler Suggested Length of Time: 3 Sessions Standards Addressed Priority:




Detailed Description/Instructions: The teacher will introduce strategy using The Problem Solver, Grade 3 as a resource for students. Students will practice strategies using student workbook. Bloom’s Levels: Apply, Analyze, Evaluate, Create Webb’s DOK: 2, 3 Rubric: To be created Engaging Experience 9 Title: Brainstorm Suggested Length of Time: 3 Sessions Standards Addressed Priority:



Detailed Description/Instructions: The teacher will introduce strategy using The Problem Solver, Grade 3 as a resource for students. Students will practice strategies using student workbook. Bloom’s Levels: Apply, Analyze, Evaluate, Create Webb’s DOK: 2, 3 Rubric: To be created Engaging Experience 10 Title: Guess and Check Suggested Length of Time: 3 Sessions Standards Addressed Priority:



Detailed Description/Instructions: The teacher will introduce strategy using The Problem Solver, Grade 3 as a resource for students. Students will practice strategies using student workbook. Bloom’s Levels: Apply, Analyze, Evaluate, Create Webb’s DOK: 2, 3 Rubric: To be created


Engaging Scenario

Engaging Scenario (An Engaging Scenario is a culminating activity that includes the following components: situation, challenge, specific roles, audience, product or performance.) Given a set or problems-- students will be able to select a strategy that works best for them in each situation. Students will be expected to use their metacognition to determine the strategy the used, to model or demonstrate their thinking and solution for the problem, and to explain verbally or in written word their solution.

Rubric for Engaging Scenario: To be created


Summary of Engaging Learning Experiences for Topics

Topic Engaging Experience Title

Description Suggested Length of

Time

1 Act out or use objects

Acting a problem out or using objects helps you to visualize a problem. This strategy is especially useful when you want to visualize relationships.

3 Sessions

1 Use or make a picture or diagram

Draw a picture or diagram to help work with information in a problem. Remember your drawing

does not need to be well drawn.

3 sessions

1 Use or make a table

Making a table helps you keep track of information, spot missing information, and identify

information that is asked for in the problem.

3 Sessions

1 Make an organized list

Recording your work in an organized list makes it easy to review what has been done and to see what

steps still need to be finished. It is also a systematic way to record computations made with

data or record combinations.

3 Sessions

1 Look for pattern A pattern is a regular, systematic repetition. A pattern may be numerical, visual, or behavioral.

By identifying a pattern you can predict what will come next.

3 Sessions

1 Work backwards To solve some problems, you must start with the information given to you at the end of the problem and work your way to information presented at the

beginning of the problem.

3 Sessions

1 Logical reasoning Key words in a logical reasoning problem may include: “If...then...else,” or “if something is true, then…,” or “If something is not true, then….” The information given in a logical reasoning problem can often be organized in a chart, matrix, or Venn

diagram.

3 Sessions

1 Make it simpler This strategy can help you understand complex problems. Making a problem simpler may mean

rewording the problem, using smaller numbers, or using a more familiar problem.

3 Sessions


1 Brainstorm This strategy is often used when all else fails. When you cannot think of a similar problem you have solved before and cannot think of another strategy to use-- open up your mind, allow for

inspiration, be creative, be flexible, and keep on trying until a light goes on!

3 Session

1 Guess and Check Make a reasonable guess, check the guess, and change your guess if necessary.

3 Sessions


Creative Thinking

Subject: Gifted Grade: 2 Name of Unit: Creative Thinking Length of Unit: 30 Sessions, concurrently with the other 2nd Grade Gifted Units Overview of Unit: Students will develop metacognition of thinking skills that allow them to think through and solve complex problems. Priority Standards for unit:

● ISTE.1 Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology (ISTE 1 - Creativity and Innovation).

○ Apply existing knowledge to generate new ideas, products, or processes. ○ Create original works as a means of personal or group expression. ○ Use models and simulations to explore complex systems and issues. ○ Identify trends and forecast possibilities.

Supporting Standards for unit:





Levels Webb's DOK existing knowledge to new ideas, products, or processes Apply, Generate Apply, Create 2, 3 original works as a means

of personal or group expression Create Create 3

models and simulations to explore complex systems

and issues Use Apply 2

trends and possibilities Identify, Forecast Understand,

Evaluate 1, 3


Essential Questions: 1. How do I generate many ideas about a topic? 2. How do I change direction in my thinking? 3. How do I know if my ideas are unique? 4. How do details help tell a story?


1. I can use the brainstorming technique to generate many possible ideas (fluency). 2. I can use flexible perspectives to think about the problem from different angles. 3. I know my ideas are unique if they are unlike the ideas of my peers and they are useful. 4. Details enhance my story and add vivid description or imagery to my idea.

Unit Vocabulary:


● Convergent Thinking: Deductive, Analytical

● Creativity ● Divergent Thinking: Inventive ● Elaboration ● Evaluative Thinking ● Flexibility ● Fluency ● Originality ● Visual Thinking

● Add ● Combine ● Eliminate ● Forced Fitting ● Magnify/Minify ● Put to other Uses ● Reverse/Rearrange ● S.C.A.M.P.E.R. ● Substitute

Resources for Vocabulary Development: ● PETS Curricular Resources: 2nd Grade Edition ● Be A Problem Solver (Creative Problem Solving Resource)


Topic: Thinking Skills

Engaging Experience 1 Title: Convergent Thinking (Deductive and Analytical) Suggested Length of Time: Approximately 7 Sessions Standards Addressed Priority:

● Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology (ISTE 1 - Creativity and Innovation).


Supporting: ● N/A

Detailed Description/Instructions: After completing the PETS Unit in Convergent Thinking, the students will create their own Table Logic Puzzle (see page 61 in PETS 2 Book). Bloom’s Levels: Evaluate, Create Webb’s DOK: 2, 3 Rubric: To be created Engaging Experience 2 Title: Divergent Thinking Suggested Length of Time: Approximately 7 Sessions Standards Addressed Priority:



Supporting: ● N/A

Detailed Description/Instructions: After completing the section in PETS covering Divergent Thinking, the students will demonstrate understanding of divergent thinking through Force-fitting. (See page 104 in Green PETS). Bloom’s Levels: Create Webb’s DOK: 3 Rubric: To be created


Engaging Experience 3 Title: Visual Thinking Suggested Length of Time: Approximately 7 Sessions Standards Addressed Priority:



Supporting: ● N/A

Detailed Description/Instructions: After completing the section in PETS covering Visual Thinking, students will create a visual representation of a fairy tale or nursery rhyme. (See page P. 132 in Green PETS). Bloom’s Levels: Create Webb’s DOK: 3 Rubric: To be created Engaging Experience 4 Title: Evaluative Thinking Suggested Length of Time: Approximately 7 Sessions Standards Addressed Priority:


○ Apply existing knowledge to generate new ideas, products, or processes.

○ Create original works as a means of personal or group expression. ○ Use models and simulations to explore complex systems and

issues. ○ Identify trends and forecast possibilities.

Supporting: ● N/A

Detailed Description/Instructions: After completing the section in PETS covering Evaluative Thinking, students will use evaluative thinking in the Bizmots activity found on page 193 in Green PETS (Small group lesson 3). Bloom’s Levels: Evaluate, Create Webb’s DOK: 3 Rubric: To be created


Engaging Scenario

Engaging Scenario (An Engaging Scenario is a culminating activity that includes the following components: situation, challenge, specific roles, audience, product or performance.) Students will use a scenario from Be A Problem Solver (Creative Problem Solving Resource) to create criteria for the appropriate solution, generate ideas for solutions, and then evaluate those solutions.






Time

1 Convergent Thinking

In this unit, students are presented with concepts of convergent thinking, deductive logic is combined

with analytical thinking strategies as students organize and reflect on a combination of clues to

determine the right answers to a variety of problems.

7 sessions

1 Divergent Thinking

In this unit, students are presented with the concepts of divergent thinking with the concepts of

divergent thinking necessary and vital to the problem solving process critical to the 21st

Century. Students learn the rules for brainstorming as well as the divergent thinking concepts of

fluency, flexibility, originality, and elaboration. The SCAMPER process teaches a backward

inventing process.

7 sessions

1 Visual Thinking

In this unit, the students are presented with the concepts of visual thinking necessary in a variety

of daily activity and a vital part of many occupations. In this type of thinking, students use their right brain hemispheres to analyze shapes in unusual detail, manipulate shapes mentally, and

recognize patterns.

7 sessions

1 Evaluative Thinking

In this unit, the students are introduced to the concept of criterion-based evaluative thinking vital

to the problem solving process so critical to the 21st Century. In this type of thinking, students seek the best solution based on factual criteria.

They determine the problem, brainstorm possible solutions, develop their own set of factual criteria

and apply those criteria to determine the best answer to a problem.

7 sessions


Affective/Research

Subject: Gifted Grade: 2 Name of Unit: Self-Portrait Length of Unit: 30 Sessions, concurrently with the other 2nd Grade Gifted Units Overview of Unit: Students will think about their own unique attributes, inquire into their learning styles/unique intelligences, and think about self-learning as a form of research and share what they learn in the form of a creative presentation. Priority Standards for unit:

● 1.1. Self-Understanding. Students with gifts and talents demonstrate self-knowledge with respect to their interests, strengths, identities, and needs in socio-emotional development and in intellectual, academic, creative, leadership, and artistic domains.

● 1.3. Self-Understanding. Students with gifts and talents demonstrate understanding of and respect for similarities and differences between themselves and their peer group and others in the general population.

● 4.1. Personal Competence. Students with gifts and talents demonstrate growth in personal competence and dispositions for exceptional academic and creative productivity. These include self-awareness, self-advocacy, self-efficacy, confidence, motivation, resilience, independence, curiosity, and risk taking.

● 4.3. Leadership. Students with gifts and talents demonstrate personal and social responsibility and leadership skills.

● CCSS.ELA.CCRA.SL.5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

● CCSS.ELA.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.CCRA.W.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

Supporting Standards for unit: ● CCSS.ELA.CCRA.R.2: Determine central ideas or themes of a text and analyze their

development; summarize the key supporting details and ideas. ● CCSS.ELA.CCRA.SL.1: Prepare for and participate effectively in a range of

conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.

● CCSS.ELA.CCRA.W.6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.





Levels Webb's DOK self-knowledge with respect to their interests, strengths,

identities, and needs in socio-emotional

development and in intellectual, academic,

creative, leadership, and artistic domains Demonstrate Apply 2

understanding of and respect for similarities and

differences between themselves and their peer group and others in the

general population Demonstrate Apply 2 growth in personal

competence and dispositions for exceptional academic and creative productivity.

These include self-awareness, self-advocacy, self-efficacy, confidence,

motivation, resilience, independence, curiosity, and

risk taking Demonstrate Apply 2 personal and social

responsibility and leadership skills Demonstrate Apply 2

short as well as more sustained research projects based on focused questions, understanding of the subject

under investigation Conduct, Demonstrating Apply 2 from literary or

informational texts to, reflection, and research

Draw Evidence, Support Analysis Analyze, Evaluate 2, 3


Essential Questions: 1. Who am I as a gifted learner? 2. How does my giftedness shape my learning? 3. How does my giftedness shape my family? 4. How does my mindset shape my thinking and behavior? 5. How do I focus my learning to be the best me I can be? 6. How does my curiosity relate to learning?


1. Every student has unique gifts, talents, and interests. Their uniqueness and abilities allow for the identification of challenges and areas for personal growth. Students will also show understanding of a growth mindset.

2. Students’ gifts and interests require specific academic and social interventions and challenges.

3. Students’ gifts and talents comprise unique and valuable familial experiences. 4. Students’ mindsets directly affect thinking and behavior. Growth mindsets allow for

continued challenge and growth, while fixed mindsets resist change and challenge sense of self when obstacles occur.

5. Students set specific goals and strategies that align to their gifts, abilities, interests, and areas for growth.

6. My curiosity leads me to explore my wonderings and areas of interest. 7. I can compare the quality of sources of information and select the most appropriate for

my work. 8. I can ask questions that focus my research topic. 9. I can represent my learning in multiple formats, including technology, writing, and oral

presentations. Unit Vocabulary:


● Curiosity ● Mindset ● Reliable

● Affective ● Intelligence: Music, Mathematical,

Kinesthetic, Intrapersonal, Interpersonal, Nature, Visual, Logical, Existential, Moral

● Metacognition ● Reliable ● Research ● Source/Resource

Resources for Vocabulary Development: Quality Tools


Topic 1: Affective Learning

Engaging Experience 1 Title: Self-Portrait Pre-Test Suggested Length of Time: 1 Sessions, (approximately 1 hour) Standards Addressed Priority:


Supporting: ● 4.1. Personal Competence. Students with gifts and talents demonstrate growth in

personal competence and dispositions for exceptional academic and creative productivity. These include self-awareness, self-advocacy, self-efficacy, confidence, motivation, resilience, independence, curiosity, and risk taking.

Detailed Description/Instructions: The teacher will read The Important Book and students will then create a self-portrait of themselves to use as a pretest. Bloom’s Levels: Apply Webb’s DOK: 2 Rubric: To be created Engaging Experience 2 Title: Me as a Gifted Learner Suggested Length of Time: 10 Sessions (10 hours) Standards Addressed Priority:


● 1.3. Self-Understanding. Students with gifts and talents demonstrate understanding of and respect for similarities and differences between themselves and their peer group and others in the general population.


Supporting: ● 4.3. Leadership. Students with gifts and talents demonstrate personal and social

responsibility and leadership skills Detailed Description/Instructions: Students will discover how their interests and strengths lead to their own curiosities through Interest-A-Lyzers, Multiple Intelligence Surveys/Books, Discussions, and mindset activities. Students will discover that these tools can be used as resources to drive further investigation. What information is relevant to present in order to focus thinking?


Bloom’s Levels: Apply, Evaluate Webb’s DOK: 2, 3 Rubric: To be created Engaging Experience 3 Title: What Quality Research Looks Like Suggested Length of Time: 4 - 5 Sessions (4 - 5 hours) Standards Addressed Priority:

● CCSS.ELA.CCRA.SL.5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

● CCSS.ELA.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.CCRA.W.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

Supporting: ● N/A

Detailed Description/Instructions: Students will learn to find reliable resources and focus research for a quality presentation on a famous person with similar strengths and passions. We will use the book: How We Are Smart, by W. Nikola-Lisa to anchor this portion. Students will research and present findings-pointing out similarities and commonalities they have with the person they researched. Students will write biographical narrative. Bloom’s Levels: Apply, Analyze Webb’s DOK: 2, 3 Rubric: To be created Engaging Experience 4 Title: The best me I can be Suggested Length of Time: 10 Sessions (10 hours) Standards Addressed Priority:


Supporting: ● N/A

Detailed Description/Instructions: Students will explore the various aspects of giftedness that make them unique learners. The attributes to be explored include: learning style(s), personality traits, academic and social strengths and areas of growth, characteristics of giftedness, and interests. At the end of the unit, students will create a self-portrait/autobiography that will depict their own experience of self. Students will explore through read alouds and class discussions. Bloom’s Levels: Apply Webb’s DOK: 2 Rubric: To be created


Engaging Scenario

Engaging Scenario (An Engaging Scenario is a culminating activity that includes the following components: situation, challenge, specific roles, audience, product or performance.) Students will create a narrative of their past, present and future self. This could include examples of their gifts, what they’ve learned about themselves and how it may affect their future success as a learner. This could be done through a variety of mediums, including, but not limited to: iMovie, Google Slide Presentation, PowToon, Spotlight. Students will write an autobiographical narrative. Students will recreate a self-portrait showing what they know/have learned about themselves as learners.






Time

1 Self-Portrait The teacher will read The Important Book and students will then create a self-portrait of

themselves to use as a pretest.

1 Session

1 Me as a Gifted Learner

Students will discover how their interests and strengths lead to their own curiosities through

Interest-A-Lyzers, Multiple Intelligence Surveys/Books, Discussions, and mindset

activities. Students will discover that these tools can be used as resources to drive further

investigation. What information is relevant to present in order to focus thinking?

10 Sessions

1 What is quality research?

Students will learn to find reliable resources and focus research for a quality presentation on a

famous person with similar strengths and passions. We will use the book: How We Are

Smart, by W. Nikola-Lisa to anchor this portion. Students will research and present findings-

pointing out similarities and commonalities they have with the person they researched. Students

will write biographical narrative.

4-5 Session

1 The best me I can be.

Students will explore the various aspects of giftedness that make them unique learners. The

attributes to be explored include: learning style(s), personality traits, academic and social strengths and areas of growth, characteristics of giftedness, and interests. At the end of the unit, students will create a self-portrait/autobiography

that will depict their own experience of self. Students will explore through read aloud

opportunities and class discussions.

10 Sessions


Unit of Study Terminology Appendices: All Appendices and supporting material can be found in this course’s shell course in the District’s Learning Management System. Assessment Leveling Guide: A tool to use when writing assessments in order to maintain the appropriate level of rigor that matches the standard. Big Ideas/Enduring Understandings: Foundational understandings teachers want students to be able to discover and state in their own words by the end of the unit of study. These are answers to the essential questions. Engaging Experience: Each topic is broken into a list of engaging experiences for students. These experiences are aligned to priority and supporting standards, thus stating what students should be able to do. An example of an engaging experience is provided in the description, but a teacher has the autonomy to substitute one of their own that aligns to the level of rigor stated in the standards. Engaging Scenario: This is a culminating activity in which students are given a role, situation, challenge, audience, and a product or performance is specified. Each unit contains an example of an engaging scenario, but a teacher has the ability to substitute with the same intent in mind. Essential Questions: Engaging, open-ended questions that teachers can use to engage students in the learning. Priority Standards: What every student should know and be able to do. These were chosen because of their necessity for success in the next course, the state assessment, and life. Supporting Standards: Additional standards that support the learning within the unit. Topic: These are the main teaching points for the unit. Units can have anywhere from one topic to many, depending on the depth of the unit. Unit of Study: Series of learning experiences/related assessments based on designated priority standards and related supporting standards. Unit Vocabulary: Words students will encounter within the unit that are essential to understanding. Academic Cross-Curricular words (also called Tier 2 words) are those that can be found in multiple content areas, not just this one. Content/Domain Specific vocabulary words are those found specifically within the content. Symbols: This symbol depicts an experience that can be used to assess a student’s 21st Century Skills using the rubric provided by the district. This symbol depicts an experience that integrates professional skills, the development of professional communication, and/or the use of professional mentorships in authentic classroom learning activities.

Documents

2nd Grade Gifted Curriculum - Park Hill School District · Board Approved 2016 . 2nd Grade Gifted Curriculum. Course Description: Description - Times New Roman 12 Font. All units