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Section V Grades 6- 8 Page 1 EMATI 7 DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS Differentiated Curriculum: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS SECTION V GRADES 6-8 OREGON DEPARTMENT OF EDUCATION OFFICE OF SPECIAL EDUCATION TALENTED AND GIFTED 2003 Revised 2005 and 2009

7 · Web viewWhat type of graphing model lends itself best to presenting “specific gravity” information in comparing data on elements on the Periodic Table? ENGLISH/LANGUAGE ARTS

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Section V Grades 6-8Page 1

EMATI

7DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS

Differentiated Curriculum:CHALLENGING HIGH-END LEARNERS:

ADDRESSING OREGON

STANDARDS AND BENCHMARKS

SECTION V GRADES 6-8

OREGON DEPARTMENT OF EDUCATIONOFFICE OF SPECIAL EDUCATION

TALENTED AND GIFTED2003

Revised 2005 and 2009

Section V Grades 6-8Page 2

DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS

Table of ContentsDifferentiated Curriculum Samples

Grades 6 through 8G RA DE L EVEL R AN GE

Title Page Number

ENG LA

SS MT SC Arts K-3 4-5 6-8 9-12

Significant Event: Life-changing Experiences 3 X X XSpecific Gravity 11 X X X X XCharacter Analysis 18 X X XThe Story of Me—A Monologue 27 X X XScript To A Play 38 X X XProtagonist/Antagonist Debate 44 X X XFlowers for Algernon 50 X X XAgriculture Throughout Civilization 61 X X X X XThe Medium is the Message 74 X X X XI Will Fight No More Forever 82 X X X XAnalyzing the Plot 90 X X XInterpreting Literature 94 X X X XGovernment Power 103 X X X XImpact of War 113 X X X X XGovernment Branches 122 X X X XChronology of Events U.S. History 128 X X X XSpace Mathematics–Algebra 135 X X X XProblem Solving with Area 139 X X X

Section V Grades 6-8Page 3

7DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS

SIGNIFICANT EVENTS: LIFE-CHANGING EXPERIENCESENGLISH/LANGUAGE ARTS AND ARTS

Grades: 6-8 Page 1

Acceleration ApproachThe standard has been accelerated by moving grade-level 8 up to the standard used for high school.

K 1 2 3 4 5 6 7 8 9 High School ⌧

Organizing Overarching Concept (e.g., systems, patterns of change, models, scales):Patterns of Change

Organizing Higher Order Skills (e.g., Bloom’s, Paul’s Model of Reasoning):Bloom’s Taxonomy: synthesis

Differentiation Features:Students Study a concept in multiple applications Make cross-disciplinary applications Present oral and written communication to a real world audience

Archetypal ModelResearch historical figure and write a short story about her/him.

Sample Task Activity: Students will select a reading about someone who had a life-changing event due to a specific incident.

The short story needs to depict a specific incident that led to a significant life change/lesson for the main character. It could be fictional, autobiographical or biographical (e.g., appropriately challenging, advanced-level biographies of Helen Keller, Audre Lorde, or literary texts such as House on Mango Street, Macbeth, Iphigenia at Aulis, Antigone).

take notes on the selected reading using, the Graphic Organizer Significant Events: Life-changing Experiences.

develop advanced level vocabulary using VOCABULARY Web Model (for explanation and example of vocabulary Web Model, see Graphic Organizers Section).

write a short story about the historical figure including character’s emotions, past experiences, needs, and moral/ethical views. Describe setting and consequences, and show how others were impacted by event and setting. Use foreshadowing.

ENGLISH/LANGUAGE ARTSCOMMON CURRICULUM GOALS

LiteratureDevelop an interpretation of grade-level literary text.

WritingWrite narrative, expository, and persuasive texts, using a variety of written forms—including journals, essays, short stories, poems, research reports, research papers, business and technical writing—to express ideas appropriate to audience and purpose across the subject areas.

GRADE-LEVEL STANDARDSLiteratureGrade 8LITERARY TEXT: DEVELOP AN INTERPRETATION Predict probable future outcomes supported by the text. Identify the actions and motives (e.g., loyalty, selfishness, conscientiousness) of

characters in a work of fiction, including contrasting motives that advance the plot or promote the theme, and discuss their importance to the plot or theme.

Infer unstated reasons for actions based on evidence in the text.High SchoolLITERARY TEXT: DEVELOP AN INTERPRETATION Predict probable future outcomes supported by the text. Analyze interactions between characters in a literary text (e.g., internal and

external conflicts, motivations, relationships, influences) and how these interactions affect the plot.

Identify and analyze unstated reasons for actions or beliefs based on explicitly stated information.

WritingGrade 8EXPOSITORY WRITING: RESPONSE TO LITERARY TEXT Demonstrate careful reading and insight into interpretations. Support interpretations through references to the text, other works, other authors,

or to personal knowledge.High SchoolEXPOSITORY WRITING: RESPONSE TO LITERARY TEXT Demonstrate an understanding of the significant ideas of literary works. Support important ideas and viewpoints through accurate and detailed references

to the text or to other works.

Section V Grades 6-8Page 4

7DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS

SIGNIFICANT EVENTS: LIFE-CHANGING EXPERIENCESENGLISH/LANGUAGE ARTS AND ARTS

Grades: 6-8 Page 2

Questions How does the character change from the beginning of the story to the end? What emotions or needs, help implement change in character? Give evidence. What past experiences influence the event? the character? How did the setting (local, national, international) impact/influence the event? How does the character cope with setbacks, barriers, personal and social conflict?

QUESTIONS SPECIFIC TO HOUSE ON MANGO STREETFocusing on a Human/Civil rights issue. For example: What is racism? What is racial discrimination? What are the rights of the child? What are women’s rights? What is a Human Right and who determines when a right is applicable?

Implementation Time3 class hours plus homework time for research and reading.

Scoring GuideWriting Scoring Guide, focus on Ideas and Content; see Assessment Section

ResourcesCisneros, Sandra. (1989). The house on mango street. New York: Vintage Books, Inc.Oakland Unified School District h tt p :/ / w w w210.pai r . c o m /udticg/lessonplan s / m a ngo_ s treet/ Sophocles. Antigone. ( F. Storr, Trans.). Cambridge: Harvard University Press. (First published

London: William Heinemann 1912) http://literatureproject.c o m / o ed i pus/oedipus_ 3 .h t m

Grade 8NARRATIVE WRITING Relate a clear, coherent incident, event, or situation by using well-chosen

details. Use narrative and descriptive strategies, including relevant dialog, specific

action, physical description, background description, and comparison or contrast of characters.

High SchoolNARRATIVE WRITING Relate a sequence of events and communicate the significance of the

events to the audience. Describe with concrete sensory detail the sights, sounds, and smells of

a scene and the specific actions, movements, gestures, and feelings of the characters; use internal monologue to depict the characters’ feelings.

Teachers should review and evaluate the listed books and internet sites before recommending them for student use.

Section V Grades 6-8Page 5

GRAPHIC ORGANIZER

SIGNIFICANT EVENTS: LIFE-CHANGING EXPERIENCES

Name Date Past Experiences

Foreshadowing Emotions

Character

Who else was Needs ofimpacted by event? character

Settings (local, national, Consequences Moral/ethical views Moral/ethicalinternational) of character views

of others

Graphic Organizer from DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS ODE/TAG 2003

Section V Grades 6-8Page 6

GRAPHIC ORGANIZER

VOCABULARY WEB

Name Title

Synonyms:

Sentence: Definition:

Antonyms:Word:

Part of Speech:

Example: Analysis Word Families:

Stems:

Origin:

Persuasion: A language arts unit for high-ability learners. (1998). Center for Gifted Education The College of William and Mary. Dubuque, Iowa: Kendall Hunt Publishing. Pg 56 Vocabulary Web Example. Reprinted with permission.

Section V Grades 6-8Page 7

GRAPHIC ORGANIZER

LITERATURE WEB

Key Words Feelings

Reading Title

Ideas Images or Symbols

Structure

Persuasion: A language arts unit for high-ability learners. (1998). Center for Gifted Education The College of William and Mary. Dubuque, Iowa: Kendall Hunt Publishing. Pg 51 Vocabulary Web Example. Reprinted with permission.

Section V Grades 6-8Page 8

ARTS TASK Significant Events: Life-changing Experiences Grades 6-8

Option 1: The student will compose song lyrics, for an original or existing melody, that expresses a character's anticipation of, involvement in, or reflections on a life-changing event. The student should:

Focus on the character's personal reactions. Include rhythm, rhyme scheme, verses, and a chorus that expresses the main idea, mood or feeling. Use metaphors, similes, and descriptive adjectives relevant to the idea, mood or feeling being expressed.Extensions:Students will

Perform the song for an audience or record the song and play the recording for an audience. Evaluate, in oral or written form, his/her use of descriptive words, metaphors and similes to show emotions, past experiences, needs or moral values.

Implementation Time: One week or more.

Scoring Guide 6 5 4 3 2 1Lyrics include examples, similes and/or metaphors, and expressive language that express a character's mood, feeling or ideas.An expository essay and/or oral presentation includes examples and explanations of how melody, descriptive words, similes, and metaphors express a character's mood, feeling or idea.

6 = Exemplary 5 = Strong 4 = Proficient 3 = Developing 2 = Emerging 1 = Beginning

Option 2: The student will paint, draw, or create a computer-generated work of art the images of which symbolically communicate the complexities of a character's thoughts, moods or feelings regarding a life-changing event. The student should:

Select colors, shapes and objects that will reveal how the character coped with setbacks, barriers, personal and social conflicts.Extension: The student will write an expository essay to explain how the colors, shapes, and objects were used to reveal information about the character's moods, feelings or ideas.Implementation Time: Three class periods

Scoring Guide 6 5 4 3 2 1The work of art includes colors, shapes and objects that clearly communicate an intended idea, mood or feeling.An expository essay discusses how elements of the work express the intended idea, mood or feeling.

6 = Exemplary 5 = Strong 4 = Proficient 3 = Developing 2 = Emerging 1 = Beginning

Section V Grades 6-8Page 9

ARTS TASK Significant Events: Life-changing Experiences CONTINUED Grades 6-8

The ArtsStandards Addressed:

Create, Present and PerformCommon Curriculum Goal: Express the ideas, moods and feelings through the arts and evaluate how well a work of art expresses one's intent.

Content Standard: Create, present, and/or perform a work of art that demonstrates an idea, mood or feeling by using essential elements and organizational principles, and describe how well the work expresses one’s intent.

Benchmark 3: Create, present and/or perform a work of art by controlling essential elements and organizational principles to express an intended idea, mood or feeling.

High School: Create, present and/or perform a work of art by controlling essential elements and organizational principles and describe how well the work expresses an intended idea, mood or feeling.

Section V Grades 6-8Page 10

7DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS

SIGNIFICANT EVENTS: LIFE-CHANGING EXPERIENCESENGLISH/LANGUAGE ARTS AND ARTS

Grades: 6-8

TAG NEEDS ADDRESSEDINTELLECTUALLY GIFTED

Advanced Critical ReasoningScholarly Interaction

⌧ Continuous Progress for Level and Rate*Challenging ResourcesEffecting ChangeDecision Making; Ethical Use of InfluenceLeadership Training/CareerRealistic Goal SettingRegular Interaction with Intellectual

Peers⌧ Social-Emotional Issues; Support; Coping Strategies

Advanced Academic Planning

Opportunity for Competition/Failures/Successes

Creative Problem Solving with Real Problems/Audiences

Pursuit of Advanced Level Research

Advanced Vocabulary Development

ACADEMICALLY TALENTED ENG/LAAdvanced Critical Thinking in LA

⌧ Continuous Progress/Level and Rate* in LAChallenging LA ResourcesCreative Problem Solving Strategies in LA

⌧ Advanced Vocabulary DevelopmentLeadership Training/CareerDecision Making; Ethical Use of InfluenceRegular Interaction with Talented LA PeerRealistic Goal SettingOpportunity for Competition/Failures/SuccessesAdvanced Academic Planning in LA

CAREER-RELATED LEARNING STANDARDS

FORGRADUATION

REQUIREMENTSPersonal ManagementProblem Solving

⌧ CommunicationTeamworkEmployment FoundationsCareer Development

TEACHER CHECKS THE GRADE-LEVEL/BENCHMARK LEVEL

STUDENT IS PURSUING

Math:__Grade-Level__High School/Postsecondary

English/Language Arts__Grade-Level__High School/Postsecondary

Social Sciences Benchmark 1 Benchmark 2 Benchmark 3 High

School/Postsecondary

Science Benchmark 1 Benchmark 2 Benchmark 3 High

School/Postsecondary

The Arts Benchmark 1 Benchmark 2 Benchmark 3 High

School/Postsecondary

Student Grade

Teacher School

Date Initiated Date Completed

Check TAG Identification category: Intellectual Academic Math Academic LA

* Rate requires monitoring to ensure that the student was allowed to move ahead upon acquiring concepts.

Section V Grades 6-8Page 11

7DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS

SPECIFIC GRAVITYMATHEMATICS, SCIENCE, ENGLISH/LANGUAGE ARTS, AND ARTS

Grades: 5-8 Page 1

Acceleration ApproachStandard has been accelerated by moving grade-level 6 up to the standard used for grade-level 8 and high school.

K 1 2 3 4 5 6 7 8 9 High School ⌧

Organizing Overarching Concept (e.g., systems, patterns of change, models, scales):Patterns of Change and Relationships.

Organizing Higher Order Skills (e.g., Bloom’s, Paul’s Model of Reasoning):Paul’s Model of Reasoning: Concepts, Evidence, Data, Assumptions

Differentiation Features: Students Complete fewer tasks to master standard of learning Are assessed earlier or prior to teaching Are clustered by higher order thinking Add more variables to study Require multiple resources Use sophisticated content stimuli Make cross-disciplinary applications Conduct original research Use multiple higher-level skills Use advanced resources

Archetypal ModelStudents will write a paper with answers to questions and a data table showing scientific data.

Sample Task Activity: Students will use text or teacher generated assessment to determine ability

level and prior knowledge of the periodic table and environmental influences on matter. review volume and its characteristics and complete activities

to allow students experience and mastery of standards.

GRADE-LEVEL STANDARDS

MATHEMATICS6.3.3 Write, evaluate, and use expressions and formulas to solve problems. 6.3.5 Represent, analyze, and determine relationships and patterns using tables, graphs,

words and when possible, symbols. 7.2.3 Use coordinate graphs, tables, and equations to distinguish proportional relationships

from other relationships, including inverse proportionality. 7.2.5 Convert among different units of measurement to solve problems, including rates. 8.1.4 Use linear functions and equations to represent, analyze and solve problems, and to

make predictions and inferences. 8.2.1 Organize and display data (e.g., histograms, box-and-whisker plots, scatter plots) to

pose and answer questions; and justify the reasonableness of the choice of display.

SCIENCE6.1P.1 Describe physical and chemical properties of matter and how they can be measured.6.3S.2 Organize and display relevant data, construct an evidence-based explanation of the results of an

investigation, and communicate the conclusions.6.4D.1 Define a problem that addresses a need and identify science principles that may be related to

possible solutions.7.1P.1 Explain that all matter is made of atoms, elements are composed of a single kind of atom, and

compounds are composed of two or more elements.7.3S.2 Organize, display, and analyze relevant data, construct an evidence-based explanation of the

results of an investigation, and communicate the conclusions including possible sources of error.7.4D.1 Define a problem that addresses a need and identify constraints that may be related to possible

solutions.8.1P.1 Describe the atomic model and explain how the types and arrangements of atoms determine the

physical and chemical properties of elements and compounds. 8.1P.2 Explain how the Periodic Table is an organization of elements based on their physical and

chemical properties.8.3S.2 Organize, display, and analyze relevant data, construct an evidence-based explanation of the

results of a scientific investigation, and communicate the conclusions including possible sources of error. Suggest new investigations based on analysis of results.

8.4D.1 Define a problem that addresses a need, and using relevant science principles investigate possible solutions given specified criteria, constraints, priorities, and trade-offs.

H.1P.1 Explain how atomic structure is related to the properties of elements and their position in the Periodic Table. Explain how the composition of the nucleus is related to isotopes and radioactivity.

H.3S.3 Analyze data and identify uncertainties. Draw a valid conclusion, explain how it is supported by the evidence, and communicate the findings of a scientific investigation.

H.4D.3 Analyze data, identify uncertainties, and display data so that the implications for the solution being tested are clear.

s

Section V Grades 6-8Page 12

7DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS

SPECIFIC GRAVITYMATHEMATICS, SCIENCE, ENGLISH/LANGUAGE ARTS, AND ARTS

Grades: 5-8 Page 2

identify, describe, classify, compare, and graph the “specific gravity” of a variety of substances, such as iron, gold, silver, lead, mercury, oxygen, hydrogen, dry ice, and others depending on resources.

present findings orally. write answers to the questions to turn in with their graphs.

Note to Teachers: Cross Disciplinary Examples Writing:

Expository–Explain why some elements are better/worse for certain types of construction in certain geographic regions.

Persuasion–Convince a company to build (or not to) in a certain location. Compare and contrast different building materials in different environments.

Speaking: Present findings orally.

Mathematics:Prepare bid for construction.

Calculate predictions of change based on environmental influences.

Based on mathematical models, compare and contrast human-made materials.

Engineering Design Extension:Students will build 2 nearly identical structures (e.g. bridges, gliders, towers) out of 2 different materials (e.g. balsa wood, pasta, toothpicks) and calculate the specific gravity of the materials and compare the strength, the cost of the materials and the structures’ ability to withstand an environmental influence (e.g. rain).

Questions What is “specific gravity”? For what real life applications might you use this information?

(Example: structural engineering) How is “specific gravity” determined? What type of graphing model lends itself best to presenting

“specific gravity” information in comparing data on elements on the Periodic Table?

ENGLISH/LANGUAGE ARTSCOMMON CURRICULUM GOALS

Speaking and ListeningCommunicate supported ideas across the subject areas using oral, visual, and multimedia forms in ways appropriate to topic, context, audience, and purpose; organize oral, visual, and multimedia presentations in clear sequence, making connections and transitions.

GRADE-LEVEL STANDARDS

Grade 8SPEAKING Develop a focus and present information to

achieve particular purposes by matching the message, vocabulary, voice modulation, expression, and tone to the audience and purpose.

Outline a speech based on a chosen pattern of organization, including an introduction; transitions, previews, and summaries; a logically developed body; and an effective conclusion.

Use credible and relevant information to convey message.

High SchoolSPEAKING Present and support a clear thesis statement and choose appropriate types of proof

(e.g., statistics, testimony, specific instances) that meet standard tests for evidence, including credibility, validity, and relevance.

Choose appropriate techniques for developing the introduction and conclusion (e.g., by using literary quotations, anecdotes, references to authoritative sources).

Use props, visual aids, graphs, and or electronic media to enhance the appeal and accuracy of rehearsed presentations (not part of scoring guide criteria).

7DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS

Section V Grades 6-8Page 13

SPECIFIC GRAVITYMATHEMATICS, SCIENCE, ENGLISH/LANGUAGE ARTS, AND ARTS

Grades: 5-8 Page 3

What implications are made or what situations in real life might benefit from this knowledge? (Example: human safety considerations)

For the structure extension, students evaluate their structures in terms of design and performance criteria, materials constraints and environmental and cost trade-offs.

Implementation Time3 to 4 weeks

Resources Samples of elements such as iron, gold, silver, lead, mercury,

oxygen, hydrogen, dry ice, and others “Specific gravity” measurement tools Periodic Table of elements

http://www.webele m ents.co m /webele m e n t s /inde x .ht m l Science text Calculators

SCORING GUIDEMATH AND SCIENCE

Students are able to

6Exemplar

y

5Strong

4Proficient

3Developing

2Emergin

g

1Beginning

Define and calculate “specific gravity.”Make assumptions/predictions about “specific gravity” based on the data gathered from the Periodic Table.Graph “specific gravity” against other properties of the selected elements.Identify the style of graphing which best represents differences in “specific gravity.”

English/Language Arts: Speaking and ListeningSee ODE Speaking Scoring Guide in Assessment Section

Teachers should review and evaluate the listed books and internet sites before recommending them for student use.

Section V Grades 6-8Page 14

7DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS

SPECIFIC GRAVITYMATHEMATICS, SCIENCE, ENGLISH/LANGUAGE ARTS, AND ARTS

Grades: 5-8 Page 4

SAMPLE FORMAT F GRAPHING

http://www.webele m ents.co m /webele m ents/e le m e n t s / text / F e/ k e y.h t m l

400

WATERPRESSURE 300IN POUNDSPER SQUAREINCH 200

(PSI)

100

-40 -20 0 20 40

WATER TEMPERATURE IN DEGREES CELSIUS (C)

COMPARISON OF DIFFERENT ELEMENTSUSING A BAR GUIDE

80SPECIFICGRAVITY

60

40

20

10

GRAMS/CM3 0IRON GOLD SILVER

Section V Grades 6-8Page 15

ARTS TASK Specific Gravity Grades 6-8

Option 1: The student will find examples of tested elements used in works of art from three or more cultures and/or historical periods and create a sculpture using one or more of the elements for which the student has determined specific gravity.

Extension: The student will create two matching or identical sculptures using two different elements (one each) and discuss how the process and result changed as a result of using different materials.Implementation Time:

Basic Task: One to two weeks. Extension: One to two weeks.

Scoring Guide 6 5 4 3 2 1The student identifies practical and cultural influences an artist uses in selecting materials.The student appropriately selects materials to create a work of art.The student identifies choices made in preparing the presentation, including color, language, etc.The student’s critique, using self-selected criteria, reveals knowledge of arts.

6 = Exemplary 5 = Strong 4 = Proficient 3 = Developing 2 = Emerging 1 = Beginning

The ArtsStandards Addressed:

Create, Present and PerformCommon Curriculum Goal: Apply the use of ideas, techniques and problem solving to the creative process and analyze the influence that choices have on the

resultContent Standard: Explore and describe the use of ideas, techniques and problem solving in the creative process (e.g., planning, choice of

medium, choice of tools, analysis and revision) and identify the impact of choices made.Benchmark 2: Identify the creative process used, and the choices made, when combining ideas, techniques and problem solving to produce one's work.Benchmark 3: Describe the creative process used, and the effects of the choices made, when combining ideas, techniques, and problem solving to

produce one's work.High School: Explain the choices made in the creative process when combining ideas, techniques, and problem solving to produce one's work, and

identify the impact that different choices might have made.

Common Curriculum Goal: Evaluate one's own work, orally and in writing.Content Standard: Critique and communicate about one’s own work, orally and in writing.

Benchmark 2: Critique one's own work using self-selected criteria that reveal knowledge of the arts, orally and in writing.Benchmark3: Critique the artistic choices made in creating a work of art and their impact on the aesthetic effect, orally and in writing.High School: Critique the artistic choices made in creating a work of art and their impact on the aesthetic effect, orally and in writing.

Section V Grades 6-8Page 16

ARTS TASK Specific Gravity CONTINUED Grades 6-8

Historical and Cultural PerspectivesCommon Curriculum Goal: Understand how events and conditions influence the arts.

Content Standard: Explain the influence of events and conditions on works of art.Benchmark 2: Identify and describe the influence of events and/or conditions on works of art.Benchmark 3: Distinguish the influence of events and conditions on works of art.High School: Explain the influence of events and conditions on an artist's work.

Common Curriculum Goal: Distinguish works of art from different societies, time periods and cultures.Content Standard: Distinguish works of art from different societies, time periods and cultures, emphasizing their common and unique

characteristics.Benchmark 2: Identify and relate common and unique characteristics in works of art that reflect social, historical, and cultural contexts.Benchmark 3: Identify and relate works of art from different societies, time periods and cultures, emphasizing their common and unique characteristics.High School: Describe and distinguish works of art from different societies, time periods, and cultures, emphasizing their common and unique

characteristics.

Section V Grades 6-8Page 17

7DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS

SPECIFIC GRAVITYMATHEMATICS, SCIENCE, ENGLISH/LANGUAGE ARTS, AND ARTS

Grades: 5-8

TAG NEEDS ADDRESSEDINTELLECTUALLY

GIFTEDAdvanced Critical ReasoningScholarly Interaction

⌧ Continuous Progress for Level and Rate*

⌧ Challenging ResourcesEffecting Change

⌧ Decision Making; Ethical Use of InfluenceLeadership

Training/CareerRealistic Goal SettingRegular Interaction with Intellectual PeersSocial-Emotional Issues; Support; Coping StrategiesAdvanced Academic PlanningOpportunity for Competition/Failures/ Successes

⌧ Creative Problem Solving with Real Problems/ AudiencesPursuit of Advanced Level ResearchAdvanced Vocabulary Development

ADVANCED SCIENCE KNOWLEDGE/SKILLS⌧ Advanced Critical

Thinking in ScienceContinuous Progress/Level and Rate* in ScienceChallenging Science Resources

⌧ Creative Problem Solving Strategies in ScienceScience Advanced Vocabulary DevelopmentLeadership Training/ Career

⌧ Decision Making; Ethical Use of InfluenceRegular Interaction with Talented Science PeerRealistic Goal SettingOpportunity for Competition/Failures/ SuccessesAdvanced Academic Planning in Science

ACADEMICALLY TALENTED MATH

Advanced Critical Thinking in Math

⌧ Continuous Progress/ Level and Rate in MathChallenging Math Resources

⌧ Creative Problem Solving Strategies in MathMath Advanced Vocabulary DevelopmentLeadership Training/ Career

⌧ Decision Making; Ethical Use of InfluenceRegular Interaction with Talented Math PeersRealistic Goal SettingOpportunity for Competition/ Failures/SuccessesAdvanced Academic Planning in Math

ACADEMICALLY TALENTED ENG/LA

Advanced Critical Thinking in LAContinuous Progress/Level and Rate* in LAChallenging LA ResourcesCreative Problem Solving Strategies in LAAdvanced Vocabulary DevelopmentLeadership Training/CareerDecision Making; Ethical Use of InfluenceRegular Interaction with Talented LA PeerRealistic Goal SettingOpportunity for Competition/Failures/SuccessesAdvanced Academic Planning in LA

CAREER-RELATED LEARNING

STANDARDS FOR

GRADUATIONREQUIREMENTS⌧ Personal

ManagementProblem Solving

⌧ CommunicationTeamworkEmployment FoundationsCareer Development

TEACHER CHECKS THE GRADE-LEVEL/BENCHMARK LEVEL

STUDENT IS PURSUING

Math:__Grade-Level__ High School/Postsecondary

English/Language Arts__Grade-Level__ High School/Postsecondary

Social Sciences Benchmark 1 Benchmark 2 Benchmark 3 High

School/Postsecondary

Science Benchmark 1 Benchmark 2 Benchmark 3 High

School/Postsecondary

The Arts Benchmark 1 Benchmark 2 Benchmark 3 High

School/Postsecondary

Student Grade

Teacher School

Date Initiated Date Completed

Check TAG Identification category: Intellectual Academic Math Academic LA

* Rate requires monitoring to ensure that the student was allowed to move ahead upon acquiring concepts.

Section V Grades 6-8Page 18

7DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS

CHARACTER ANALYSISENGLISH/LANGUAGE ARTS AND ARTS

Grade: 8 Page 1

Acceleration ApproachThe standard has been accelerated by moving grade-level 8 up to the standard used for high school.

K 1 2 3 4 5 6 7 8 9 High School ⌧

Organizing Overarching Concept (e.g., systems, patterns of change, models, scales):Change

Organizing Higher Order Skills (e.g., Bloom’s, Paul’s Model of Reasoning):Paul’s Model of Reasoning: Language Arts

Differentiation Features: Students

Use multiple higher-level skills Add variables to study Make reasoning explicit

Archetypal ModelStudents will read, identify, and analyze main and subordinate characters in a piece of challenging literature. Students will compare two characters using Graphic Organizer Character Analysis. Students will analyze new vocabulary words using the Graphic Organizer Vocabulary Web. (See explanation and example in Graphics Organizer Section.)

Sample Task Activity:Students will read a recommended classic such as Tom Sawyer and write an essay. Given an appropriately

challenging reading selection, students identify main and subordinate characters and develop a rank order listing based on significance/importance to the plot.

use the list selection to support reasoning.

ENGLISH/LANGUAGE ARTSCOMMON CURRICULUM GOALS

LiteratureDevelop an interpretation of grade-level literary text.

WritingWrite narrative, expository, and persuasive texts, using a variety of written forms--including journals, essays, short stories, poems, research reports, research papers, business and technical writing--to express ideas appropriate to audience and purpose across the subject areas.

GRADE-LEVEL STANDARDSLiteratureGrade 8LITERARY TEXT: DEVELOP AN INTERPRETATION Identify the actions and motives (e.g., loyalty, selfishness, conscientiousness) or

characters in a work of fiction, including contrasting motives that advance the plot or promote the theme, and discuss their importance to the plot or theme.

High SchoolLITERARY TEXT: DEVELOP AN INTERPRETATION Analyze interactions between characters in a literary text (e.g., internal and external

conflicts, motivations, relationships, influences) and how these interactions affect the plot.

WritingGrade 8EXPOSITORY WRITING: RESPONSE TO LITERARY TEXT Demonstrate careful reading and insight into interpretations. Support interpretations through references to the text, other works, other

authors, or to personal knowledge. Draw supported inferences about the effects of a literary work on its audience.High SchoolEXPOSITORY WRITING: RESPONSE TO LITERARY TEXT Demonstrate an understanding of the significant ideas of literary works. Support important ideas and viewpoints through accurate and detailed

references to the text or to other works. Demonstrate an awareness of the authors use of stylistic devices and

appreciation of the effects created. Identify and analyze the impact of perceived ambiguities, nuances, and

complexities within the text.

Section V Grades 6-8Page 19

7DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS

CHARACTER ANALYSISENGLISH/LANGUAGE ARTS AND ARTS

Grade: 8 Page 2

Highly-advanced students will: develop a biographical sketch for one main character and one

significant subordinate character, followed by a Venn Diagram comparing of the two. (Use the Graphic Organizer Character Analysis to create the Venn.)

use the sketches to write an essay explainingo why the author included that minor character.o how including the minor character helped the reader understand the

main character.

Questions In your reading, who are the main characters? Other than the main characters, what other characters

are important to the plot? Rank the characters in order of their importance to

the plot (#1 being the most important)? What evidence led you to your rank choices? What character could you eliminate from the plot

without changing it significantly? Why do you think so?

Implementation Time2-3 class periods in addition to reading the text.

ResourcesDickens, C. (1838). Oliver Twist. (reprint 2002 paperback) NY, NY: Viking Penguin.Dickens, C. (1843). A Christmas carol. (reprint 2002 paperback) NY, NY: Dover

Publications, Incorporated.Dickens, C. (1859). A tale of two cities. (reprint 2002 paperback) NY, NY: Viking

Penguin. Du Maurier, D. (1938). Rebecca. (reprint 1971 paperback). NY, NY: Hurst Books.Hawthorne, N. (1851). The house of the seven gables. (reprint 2002 paperback) NY,

NY: Random House, Incorporated.Hudson, W. H. (1904) Green mansions: A romance of the tropical forest. (reprint 1989

paperback) NY, NY: Dover Publications, Incorporated.Hugo, V. (1831) The hunchback of Notre Dame. (reprint 1997 paperback) NY, NY:

Dover Publications.Hugo, V. (1976) Les miserables. (reprint 1989 paperback) NY, NY: Random House.Steinbeck, John. (1937). The red pony. (reprint 1992 paperback). NY, NY: Viking

Penguin.

Vocabulary List forTom Sawyer

Use the Vocabulary WebGraphic Organizer

CircumstanceDelectable

ExpeditionsMelancholyLaborious

PhilosopherPonderouslyStraitened

Section V Grades 6-8Page 20

7DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS

CHARACTER ANALYSISENGLISH/LANGUAGE ARTS AND ARTS

Grade: 8 Page 3

Steinbeck, John. (1947). The pearl. (reprint 1992 paperback). NY, NY: Viking Penguin.Twain, M. (1903). The adventures of Tom Sawyer. (reprint 2001 paperback) NY, NY: Aladdin

Paperbacks.Found on the Internet:A Christmas carol-Characters http://www.sparknotes.com/lit/christmascarol/characters.htmlA Christmas carol-Lessons http://learning togive.org/lessons/unit10/lesson3.html A Tale of Two Cities-Chapter Summaries, Vocabulary

http://teachersvision.fen.com/reading/activity/4138.htmlGreen mansions: A Romance of the tropical forest-Read prologue http://www.

cybernetbooks.com/romance.htmLes miserables-On line by chapters http:/ / w ww . onl i n e -

li terature.co m / victor_hugo/le s _ m i serables/ Les miserables-Read about the author at h tt p :/ / w w w.o n l i n e-li t erature.c o m / victor_hugo/ The hunchback of Notre Dame-See characters h ttp:/ / www.stu d yguide.org/h u nc h b ac k . h t m The hunchback of Notre Dame-Study Guide h ttp://www. s t u dyg u i d e.org/h u nc h b a c k .. h t m Tom Sawyer-From this site, you will find copies of the original publication with drawings,

resources for where Twain’s ideas, and Twain’s efforts for publishing, etc. http:// e te x t . vi r ginia . edu / rai l ton/to m s a w ye/to m ho m p g . ht m l

Use Reading and Writing Scoring Guides (See Assessment Section.)SCORING GUIDE

Students are able to

6Exemplary

5Strong

4Proficient

3Developing

2Emerging

1Beginning

Analyze main and subordinate characters.Effectively rank order characters based on importance to plot.Compare and contrast subordinate/ main character.

Teachers should review and evaluate the listed books and Internet sites before recommending them for student use.

Section V Grades 6-8Page 21

GRAPHIC ORGANIZER

VOCABULARY WEB

Name Title

Synonyms:

Sentence: Definition:

Antonyms: Word:

Example: Part of Speech:

Analysis

Word Families:

Stems:

Origin:

Graphic Organizer from DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS ODE/TAG 2003

Section V Grades 6-8Page 22

GRAPHIC ORGANIZER

CHARACTER ANALYSIS

Name Title

Beliefs, Values, Background Thoughts (Age, Gender, Education,

Family)

Character’s Name

Significant Events in Life 3-5 Words to Describe Character (i.e. intense)

Mannerisms Characteristic Expressions

(i.e. smiling, frowning, serious)

Graphic Organizer from DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS ODE/TAG 2003

Section V Grades 6-8Page 23

GRAPHIC ORGANIZER

COMPARING AND CONTRASTING VENN DIAGRAM

Name Date

Graphic Organizer from DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS ODE/TAG 2003

Section V Grades 6-8Page 24

ARTS TASK Character Analysis Grades 6-8

Option 1: The student will create a composite drawing or collage depicting main and subordinate character from piece of literature.Extensions:

The student will include significant elements from the plot. The student will show the characters projected into the future beyond the piece of literature.

Implementation Time: Three forty-minute periods

Scoring Guide 6 5 4 3 2 1The artwork shows an understanding of characters.The artwork is well organized.The artwork shows originality.

6 = Exemplary 5 = Strong 4 = Proficient 3 = Developing 2 = Emerging 1 = Beginning

Option 2: The student will draw or paint (medium: e.g., watercolor, chalk, oil, computer software) wardrobes for characters from a novel and present organized results in a notebook, display or other form. The student should:

Design clothes that reflect character attributes using color, line, and texture. Consider clothing for various events in which the characters are involved.Implementation Time: One week outside of class.

Scoring Guide 6 5 4 3 2 1Wardrobe colors and textures clearly reflect character traits and suggest the student understood character relationships.The notebook, or optional format, exhibits organizational principles of balance, proportion, and spacing.

6 = Exemplary 5 = Strong 4 = Proficient 3 = Developing 2 = Emerging 1 = Beginning

Option 3: The student will present, in a video or tape recording, sections of dialogue for a variety of characters from a novel (or write original dialogue). Focus on reflecting characterization through vocal qualities. The student should:

Use pitch, enunciation, pronunciation, relative volume, phrasing and various qualities, e.g., hoarseness, breathiness and resonance.Extension: The student will perform the scenes.Implementation Time: Three class periods

Scoring Guide 6 5 4 3 2 1A variety of vocal qualities suggested key character traits.The performance is clearly audible and organized.

6 = Exemplary 5 = Strong 4 = Proficient 3 = Developing 2 = Emerging 1 = Beginning

Section V Grades 6-8Page 25

ARTS TASK Character Analysis CONTINUED Grades 6-8

Option 4: After reading a novel, the student will determine types of facial expressions, movements or demeanors appropriate to the characters. The student will record on video several short scenes in which these character traits are demonstrated. The student should:

Identify descriptions of character traits in the novel. Infer physical qualities based on what characters say or do.

Scoring Guide 6 5 4 3 2 1Gestures, facial expressions, types of walks, postures, relative quickness or slowness of movement and other physical traits are combined to create vivid and accurate characterizations based on textual descriptions and/or clues.The video is organized and artfully filmed (adequate and appropriate lighting, blocking or arrangement of talent, angles of shots).

6 = Exemplary 5 = Strong 4 = Proficient 3 = Developing 2 = Emerging 1 = Beginning

The ArtsStandards Addressed:

Create, Present and PerformCommon Curriculum Goal: Create, present and perform works of art.

Content Standard: Use essential elements and organizational principles to create, present and/or perform works of art for a variety of purposes.Benchmark 3: Select and combine essential elements and organizational principles to achieve a desired effect when creating, presenting and/or

performing works of art.High School: Select and combine essential elements and organizational principles to achieve a desired effect when creating, presenting and/or

performing works of art for variety of purposes.

Section V Grades 6-8Page 26

7DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS

CHARACTER ANALYSISENGLISH/LANGUAGE ARTS AND ARTS

Grade: 8

TAG NEEDS ADDRESSEDINTELLECTUALLY GIFTED

Advanced Critical ReasoningScholarly InteractionContinuous Progress for Level and Rate*

⌧ Challenging ResourcesEffecting ChangeDecision Making; Ethical Use of InfluenceLeadership Training/CareerRealistic Goal SettingRegular Interaction with Intellectual PeersSocial-Emotional Issues; Support; Coping StrategiesAdvanced Academic PlanningOpportunity for Competition/

Failures/SuccessesCreative Problem Solving with

Real Problems/ AudiencesPursuit of Advanced Level

Research⌧ Advanced Vocabulary

Development

ACADEMICALLY TALENTED ENG/LAAdvanced Critical Thinking in LA

⌧ Continuous Progress/Level and Rate* in LAChallenging LA ResourcesCreative Problem Solving Strategies in LA

⌧ Advanced Vocabulary DevelopmentLeadership Training/CareerDecision Making; Ethical Use of InfluenceRegular Interaction with Talented LA PeerRealistic Goal SettingOpportunity for Competition/ Failures/SuccessesAdvanced Academic Planning in LA

CAREER-RELATED LEARNING STANDARDS FOR

GRADUATIONREQUIREMENTS

Personal ManagementProblem Solving

⌧ CommunicationTeamworkEmployment FoundationsCareer Development

TEACHER CHECKS THE GRADE-LEVEL/BENCHMARK LEVEL

STUDENT IS PURSUING

Math:__Grade-Level__ High School/Postsecondary

English/Language Arts__Grade-Level__ High School/Postsecondary

Social Sciences Benchmark 1 Benchmark 2 Benchmark 3 High

School/Postsecondary

Science Benchmark 1 Benchmark 2 Benchmark 3 High

School/Postsecondary

The Arts Benchmark 1 Benchmark 2 Benchmark 3 High

School/Postsecondary

Student Grade

Teacher School

Date Initiated Date Completed

Check TAG Identification category: Intellectual Academic Math Academic LA

* Rate requires monitoring to ensure that the student was allowed to move ahead upon acquiring concepts.

Section V Grades 6-8Page 27

7DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS

THE STORY OF ME—A MONOLOGUEENGLISH/LANGUAGE ARTS AND ARTS

Grade: 8 Page 1

Acceleration ApproachThe standard has been accelerated by moving grade-level 8 up to the standard used for high school.

K 1 2 3 4 5 6 7 8 9 High School ⌧

Organizing Overarching Concept (e.g., systems, patterns of change, models, scales):Change

Organizing Higher Order Skills (e.g., Bloom’s, Paul’s Model of Reasoning):Paul’s Model of Reasoning: Language Arts

Differentiation Features:Students Use multiple higher-level skills Add variables to study Make reasoning explicit

Archetypal ModelStudents will read, identify, and analyze a character in a piece of challenging literature using Graphic Organizer Character Analysis. Students will analyze new vocabulary words using the Graphic Organizer Vocabulary Web (See explanation and example in Graphics Organizer Section).

Sample Task Activity: Students will read an appropriately challenging classic. analyze new vocabulary words using the Graphic Organizer

Vocabulary Web (See explanation and example in Graphics Organizer Section). select a major character and identify the character’s influences

that led to a major contribution to society. Use Graphic Organizers Significant Contributions and Significant Events.

ENGLISH/LANGUAGE ARTSCOMMON CURRICULUM GOALS

LiteratureDevelop an interpretation of grade-level literary text.

WritingPre-write, draft, revise, edit, and publish across the subject areas

Communicate supported ideas across the subject areas, including relevant examples, facts, anecdotes, and details appropriate to audience and purpose that engage reader interest; organize information in clear sequence, making connections and transitions among ideas, sentences, and paragraphs; and use precise words and fluent sentence structures that support meaning

Speaking and ListeningCommunicate supported ideas across the subject areas using oral, visual, and multimedia forms in ways appropriate to topic, context, audience, and purpose; organize oral, visual, and multimedia presentations in clear sequence, making connections and transitions among ideas and elements; use language appropriate to topic, context, audience, and purpose; and demonstrate control of eye contact, speaking rate, volume, enunciation, inflection, gestures, and other nonverbal techniques.

GRADE-LEVEL STANDARDSLiteratureGrade 8LITERARY TEXT: DEVELOP AN INTERPRETATION Identify the actions and motives (e.g., loyalty,

selfishness, conscientiousness) of characters in a work of fiction, including contrasting motives that advance the plot or promote the theme, and discuss their importance to the plot or theme.

High SchoolLITERARY TEXT: DEVELOP AN INTERPRETATION Analyze interactions between characters in a

literary text (e.g., internal and external conflicts, motivations, relationships, influences) and how these interactions affect the plot.

WritingGrade 8 Use the writing process-prewriting, drafting, revising, editing, and publishing

successive versions. Use descriptive language that clarifies and enhances ideas by establishing tone and

mood through figurative languages, sensory images and comparisons. To present a lively and effective personal style, use varied sentence types

(simple,

Section V Grades 6-8Page 28

Section V Grades 6-8Page 29

7DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS

THE STORY OF ME—A MONOLOGUEENGLISH/LANGUAGE ARTS AND ARTS

Grade: 8 Page 2

develop a biographical sketch from a Graphic Analyzer Character Analysis, and from it, develop a monologue, entitled “The Story of Me,” describing themselves in character. (Approximate length of writing: 300-450 words.)

perform/present the sketch to the class.

Questions What characteristics are unique to the character? What significant contributions did the character make to

society? Based on what you know about your novel character, which

monologue format would your character choose in talking about him or her:o Chronological?o Flashback?o Now and then?o Significant life moments?o Other?

Why do you think so?

Implementation TimeTeacher determination. Possibly 2-5 class periods and presentation time.

ResourcesDickens, C. (1838). Oliver Twist. (reprint 2002 paperback) NY, NY: Viking Penguin.Dickens, C. (1843). A Christmas carol. (reprint 2002 paperback) NY, NY: Dover.Dickens, C. (1859). A tale of two cities. (reprint 2002 paperback) NY, NY: Viking Penguin.Du Maurier, D. (1938). Rebecca. (reprint 1971 paperback). NY, NY: Hurst Books.Hawthorne, N. (1851). The house of the seven gables. (reprint 2002 paperback) NY, NY: Random

House, Incorporated.Hudson, W. H. (1904) Green mansions: A romance of the tropical forest. (reprint 1989

paperback) NY, NY: Dover Publications, Incorporated.Hugo, V. (1831) The hunchback of Notre Dame. (reprint 1997 paperback) NY, NY: Dover

Publications, Incorporated.Hugo, V. (1976) Les miserables. (reprint 1989 paperback) NY, NY: Random House.Steinbeck, John. (1937). The red pony. (reprint 1992 paperback). NY, NY: Viking Penguin.Steinbeck, John. (1947). The pearl. (reprint 1992 paperback). NY, NY: Viking Penguin.Twain, M. (1903). The adventures of Tom Sawyer. (reprint 2001 paperback) NY, NY: Aladdin

Paperbacks.

compound, complex, and compound-complex) and sentence openings.High School Use the writing process- prewriting, drafting, revising, editing and publishing

successive versions. Develop a focus and present information to achieve particular purposes by matching the

message, vocabulary, voice modulation, expression, and tone to the audience and purpose.

Use precise language, action verbs, sensory details, and appropriate modifiers.

Speaking and ListeningGrade 8SPEAKING Develop a focus and present information to achieve particular purposes by

matching the message Use precise language, action verbs, sensory details, appropriate and colorful

modifiers, and the active rather than the passive voice in ways that enliven oral presentations.

Use appropriate enunciation, pace, eye contact, and gestures to engage the audience during formal presentations.

High SchoolSPEAKING Present and support a clear thesis statement and choose appropriate types of

proof (e.g., statistics, testimony, specific instances) that meet standard tests for evidence, including credibility validity, and relevance.

Analyze the occasion and the interests of the audience and choose effective verbal and non-verbal techniques and language.

Analyze the occasion and the interests of the audience, and choose effective verbal and non-verbal techniques, such as volume, expression, rate, gestures, eye contact for presentations.

Teachers should review and evaluate the listed books and internet sites before recommending them for student use.

Section V Grades 6-8Page 30

7DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS

THE STORY OF ME—A MONOLOGUEENGLISH/LANGUAGE ARTS AND ARTS

Grade: 8 Page 3

SCORING GUIDEReading

Students are able to

6Exemplary

5Strong

4Proficient

3Developing

2Emerging

1Beginning

Analyze characterization as revealed through a character’s thoughts, words, speech patterns, and actions; and the thoughts, words, and actions of other characters.Analyze interactions between main and subordinate characters in a literary text (e.g., internal and external conflicts, motivations, relationships, influences) and explain the way those interactions affect the plot.Determine characters’ traits by what the characters say in narration, dialogue, dramatic monologue, and soliloquy.

SCORING GUIDEWriting

Students are able to

6Exemplary

5Strong

4Proficient

3Developing

2Emerging

1Beginning

Use descriptive language that clarifies and enhances ideas (e.g., establishes a tone and mood, uses figurative language, uses sensory images and comparisons).Develop a variety of sentence structures by expanding and embedding ideas to enhance clarity and meaning (e.g., complex sentences, sentences with parallel structure).Use correct and varied sentence types and sentence openings to present a lively and effective personal style.Use the writing process (i.e., pre-writing, drafting, revising, editing successive versions)Use precise and descriptive language, action verbs, sensory details, and appropriate modifiers.Use a variety of sentence beginnings, (e.g., introductory words, phrases, or clauses that begin with prepositions, adverbs, participles) and a variety of sentence lengths.10th Grade – Identify and use parallelism, including similar grammatical forms to represent items in a series and items grouped together for emphasis.

7DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS

Section V Grades 6-8Page 31

THE STORY OF ME—A MONOLOGUEENGLISH/LANGUAGE ARTS AND ARTS

Grade: 8 Page 4

SCORING GUIDESpeaking and Listening

Students are able to

6Exemplary

5Strong

4Proficient

3Developing

2Emerging

1Beginning

Present information and match the message, vocabulary, voice, expression, and tone to the audience and purpose.Make a formal presentation to the class that includes definitions for clarity; support for main ideas; using anecdotes, examples, statistics, analogies, and other evidence.Use language effectively and creatively to make a strong impact, evoke a response from the audience, and convey a clear message.Use precise language, action verbs, sensory details, appropriate and colorful modifiers in ways that enliven oral presentations.Use effective word choice, enunciation and pace during formal presentations. Analyze the occasion and the interests of the audience and choose effective verbal and non-verbal techniques for presentations.

Section V Grades 6-8Page 32

GRAPHIC ORGANIZER

CHARACTER ANALYSIS

Name Title

Beliefs, Values, Background Thoughts (Age, Gender, Education,

Family)

Character’s Name

Significant Events in Life 3-5 Words to Describe Character (i.e. intense)

Mannerisms Characteristic Expressions

(i.e. smiling, frowning, serious)

Graphic Organizer from DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS ODE/TAG 2003

Section V Grades 6-8Page 33

GRAPHIC ORGANIZER

VOCABULARY WEB

Name Title

Synonyms:

Sentence: Definition:

Word: Antonyms:

Example:

Part of Speech:Analysis

Word Families: Stems:Origin:

Persuasion: A language arts unit for high-ability learners. (1998). Center for Gifted Education The College of William and Mary . Dubuque, Iowa: Kendall Hunt Publishing. Pg 55. Reprinted with permission

Section V Grades 6-8Page 34

GRAPHIC ORGANIZER

SIGNIFICANT CONTRIBUTIONS

Name Title

Identify areas of influence that led to a major contribution to mankind.

Influence on issue(s) Influence on people

Influential Person

Historical time period

Influence on event(s) Influence on development(s)

Graphic Organizer from DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS ODE/TAG 2003

Section V Grades 6-8Page 35

GRAPHIC ORGANIZER

SIGNIFICANT EVENTS

Name Title

Famous Person

Important Events in the Famous Person's Life Concurrent Important Historical Events

1.

2.

3.

4.

5.

Graphic Organizer from DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS ODE/TAG 2003

Section V Grades 6-8Page 36

ARTS TASK The Story of Me—A Monologue Grades 6-8

Option 1: The student will record selected musical excerpts, complementing the monologue’s mood or feeling, to be played during the presentation. Extensions: The student will design visuals representing the character and mood being presented. The student will present and perform the monologue with music and visuals.

Scoring Guide 6 5 4 3 2 1Music is correlated to mood and /or feelings.The student effectively combined the use of essential elements, organizational principles, and aesthetic criteria.

6 = Exemplary 5 = Strong 4 = Proficient 3 = Developing 2 = Emerging 1 = Beginning

Option 2: The student will create or adapt from the novel a character to be an antagonist to the character used for the monologue and present a scene between the two.

Extension: The student will add music and costumes reflecting the characters and setting.Implementation Time:

Basic task: Two to three class periods for preparation and six to ten minutes for presentation Extension: varies

Scoring Guide 6 5 4 3 2 1Color, line, and composition are used imaginatively.Lyrics and melody show imagination.The student identifies the creative process used and choices made when problem solving.

6 = Exemplary 5 = Strong 4 = Proficient 3 = Developing 2 = Emerging 1 = Beginning

The ArtsStandards Addressed:

Create, Present and PerformCommon Curriculum Goal: Create, present and perform works of art.

Content Standard: Use essential elements and organizational principles to create, present and/or perform works of art for a variety of purposes.Benchmark 2: Use experiences, imagination, observations, essential elements and organizational principles to achieve a desired effect when creating,

presenting and/or performing works of art.Benchmark 3: Select and combine essential elements and organizational principles to achieve a desired effect when creating, presenting and/or

performing works of art.

Section V Grades 6-8Page 37

ARTS TASK The Story of Me—A Monologue CONTINUED Grades 6-8

High School: Select and combine essential elements and organizational principles to achieve a desired effect when creating, presenting and/or performing works of art for a variety of purposes.

Common Curriculum Goal: Express ideas, moods and feelings through the arts and evaluate how well works of art express one’s intent.Content Standard: Create, present and/or perform a work of art that demonstrates an idea, mood or feeling by using essential elements and organizational

principles, and describe how well the work expresses one’s intent.Benchmark 3: Create, present and/or perform a work of art by controlling essential elements and organizational principles to express an intended idea,

mood or feeling.

Common Curriculum Goal: Apply the use of ideas, techniques and problem solving to the creative process and analyze the influence that choices have on the result

Content Standard: Explore and describe the use of ideas, techniques and problem solving in the creative process (e.g., planning, choice of medium, choice of tools, analysis and revision) and identify the impact of choices made.

Benchmark 2: Identify the creative process used, and the choices made, when combining ideas, techniques and problem solving to produce one's work.Benchmark 3: Describe the creative process used, and the effects of the choices made, when combining ideas, techniques, and problem solving to

produce one's work.High School: Explain the choices made in the creative process when combining ideas, techniques, and problem solving to produce one's work, and

identify the impact that different choices might have made.

Common Curriculum Goal: Evaluate one's own work, orally and in writing.Content Standard: Critique and communicate about one’s own work, orally and in writing.

Benchmark 2: Critique one's own work using self-selected criteria that reveal knowledge of the arts, orally and in writing.Benchmark 3: Critique the artistic choices made in creating a work of art and their impact on the aesthetic effect, orally and in writing.High School: Critique the artistic choices made in creating a work of art and their impact on the aesthetic effect, orally and in writing.

Section V Grades 6-8Page 38

7DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS

THE STORY OF ME—A MONOLOGUEENGLISH/LANGUAGE ARTS AND ARTS

Grade: 8

TAG NEEDS ADDRESSEDINTELLECTUALLY GIFTED

Advanced Critical ReasoningScholarly InteractionContinuous Progress for Level and Rate*Challenging ResourcesEffecting ChangeDecision Making; Ethical Use of InfluenceLeadership Training/CareerRealistic Goal SettingRegular Interaction with Intellectual PeersSocial-Emotional Issues; Support; Coping StrategiesAdvanced Academic PlanningOpportunity for Competition/ Failures/SuccessesCreative Problem Solving with Real Problems/AudiencesPursuit of Advanced Level ResearchAdvanced Vocabulary Development

ACADEMICALLY TALENTED ENG/LA⌧ Advanced Critical Thinking in LA⌧ Continuous Progress/Level and Rate* in LA⌧ Challenging LA Resources

Creative Problem Solving Strategies in LAAdvanced Vocabulary DevelopmentLeadership Training/CareerDecision Making; Ethical Use of InfluenceRegular Interaction with Talented LA PeerRealistic Goal SettingOpportunity for Competition/Failures/SuccessesAdvanced Academic Planning in LA

CAREER-RELATED LEARNING STANDARDS

FORGRADUATION

REQUIREMENTSPersonal ManagementProblem Solving

⌧ CommunicationTeamworkEmployment FoundationsCareer Development

TEACHER CHECKS THE GRADE-LEVEL/BENCHMARK LEVEL

STUDENT IS PURSUING

Math:__Grade-Level__ High School/Postsecondary

English/Language Arts__Grade-Level__ High School/Postsecondary

Social Sciences Benchmark 1 Benchmark 2 Benchmark 3 High

School/Postsecondary

Science Benchmark 1 Benchmark 2 Benchmark 3 High

School/Postsecondary

The Arts Benchmark 1 Benchmark 2 Benchmark 3 High

School/Postsecondary

Student Grade

Teacher School

Date Initiated Date Completed

Check TAG Identification category: Intellectual Academic Math Academic LA

* Rate requires monitoring to ensure that the student was allowed to move ahead upon acquiring concepts.

Section V Grades 6-8Page 39

7DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS

SCRIPT TO A PLAYENGLISH/LANGUAGE ARTS AND ARTS

Grade: 8 Page 1

Acceleration ApproachThe standard has been accelerated by moving grade-level 8 up to the standard used for high school.

K 1 2 3 4 5 6 7 8 9 High School ⌧

Organizing Overarching Concept (e.g., systems, patterns of change, models, scales):Change

Organizing Higher Order Skills (e.g., Bloom’s, Paul’s Model of Reasoning):Paul’s Model of Reasoning: Language Arts

Differentiation Features:Students Develop a product Present oral and written communication to a real world

audience

Archetypal ModelStudents select one plot event from an advanced novel/short story to convert to a scripted scene.

Sample Task ActivityThis lesson assumes that students have conducted a plot analysis and time line prior to this activity. Students will select a key scene from the plot of an advanced

novel/short story. write the scene in a play form, making decisions

needed on subtext and dialogue to maintain the integrity/intent of the story. create a script and present it to the class using dialect

and vocal delivery techniques that are true to the setting, mood, and characterizations of literature adapted.

use Graphic Organizer Literature Research Log for gathering information regarding clothing styles, props, and dialect appropriate for location of the scene.

ENGLISH/LANGUAGE ARTSCOMMON CURRICULUM GOALS

LiteratureDemonstrate general understanding of grade-level literary text.

WritingWrite narrative, expository, and persuasive texts, using a variety of written forms--including journals, essays, short stories, poems, research reports, research papers, business and technical writing—to express ideas appropriate to audience and purpose across the subject areas.

Speaking and ListeningCommunicate supported ideas across the subject areas using oral, visual, and multimedia forms in ways appropriate to topic, context, audience, and purpose; organize oral, visual, and multimedia presentations in clear sequence, making connections and transitions among ideas and elements; use language appropriate to topic, context, audience, and purpose; and demonstrate control of eye contact, speaking rate, volume, enunciation, inflection, gestures, and other nonverbal techniques.

GRADE-LEVEL STANDARDSLiteratureGrade 8, High SchoolLITERARY TEXT: DEMONSTRATE GENERAL UNDERSTANDING Identify and/or summarize sequence of events, main ideas, and supporting details in

literary selections.High School LITERARY TEXT: DEMONSTRATE GENERAL UNDERSTANDING Identify and/or summarize sequence of events, main ideas, and supporting details in

literary selections.

WritingGrade 8NARRATIVE WRITING Use narrative and descriptive strategies, including relevant dialogue, specific action,

physical description, background description, and compare or contrast of characters. Relate a clear, coherent incident, event, or situation by using well-chosen details.High SchoolNARRATIVE WRITING Relate a sequence of events, and communicate the significance of the events to the

audience. Locate scenes and incidents in specific places. Pace the presentation of actions to accommodate changes in time and mood.

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SCRIPT TO A PLAYENGLISH/LANGUAGE ARTS AND ARTS

Grade: 8 Page 2

Questions (Literary) How does a script differ from a prose representation of

the same plot event? How is it similar? Dialogue is a necessary component of a scripted scene.

What hints and literary devices in prose can assist you in determining subtext and dialog content inclusions?

Some play scripts utilize a narrator to move the scene along or explain story elements that are complicated or difficult to stage. In the plot event you have selected, do you see a need for a narrator role? Why? Please explain your reasoning.

Implementation TimeTime will vary, depending on presentation format.

ResourcesKeyes, D. (1966). Flowers for Algernon. (reprint 1976 paperback). NY, NY: Bantam

Books.Twain, M. (1903). The adventures of tom sawyer. (reprint 2001 paperback). NY, NY:

Aladdin Paperbacks.

Found on the Internet:From this site you will see copies of the original publication with drawings, resources for

Twain’s ideas, Twain’s efforts for publishing, etc. http://etext.virginia.edu/railton/tomsawye/tomhompg.html

Literature Guides for Catch 22, The Catcher in the Rye, The Crucible, Death of a Salesman, Ethan Frome, The Great Gatsby, Great Expectations, Huckleberry Finn, Lord of the Flies, Of Mice and Men, Night, To Kill a Mockingbird, A Separate Peace, A Streetcar Named Desire, Romeo and Juliet http:/ / w ww. b ell m ore - m erric k . k 12 . ny.us/guides.ht m l

Speaking and ListeningGrade 8SPEAKING Develop a focus and present information to achieve particular purposes by matching

the message, vocabulary, voice modulation, expression, and tone to the audience and purpose.

Use precise language, action verbs, sensory details, appropriate and colorful modifiers, and the active rather than the passive voice in ways that enliven oral presentations.

Use appropriate enunciation, pace, eye contact, and gestures to engage the audience during formal presentations.

High SchoolSPEAKING Choose appropriate techniques for developing the introduction and conclusion (e.g.,

by using literary quotations, anecdotes, references to authoritative sources). Choose logical patterns of organization (e.g., chronological, topical, cause-and-

effect) to inform and to persuade, by seeking agreement or action, or uniting audiences behind a common belief or case.

Analyze the occasion and the interests of the audience, and choose effective verbal and nonverbal techniques, such as volume, expression, rate, gestures, eye contact for presentations.

Teachers should review and evaluate the listed books and internet sites before recommending them for student use.

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SCRIPT TO A PLAYENGLISH/LANGUAGE ARTS AND ARTS

Grade: 8 Page 3

SCORING GUIDEPresentation of Scene

Students are able to

6Exemplary

5Strong

4Proficient

3Developing

2Emerging

1Beginning

Immediately become involved in sceneBe believable in role and sceneMove into characterSpeak clearly in character

Scoring Guides Reading, Writing, Speaking and Listening(See Assessments Section.)

Section V Grades 6-8Page 42

Graphic Organizer

LITERATURE RESEARCH LOG

Name Date

RESEARCH QUESTIONS AFTER SELECTING A PLOT EVENT FROM YOUR NOVEL OR SHORT STORYWhat do you want to know? Clothing styles, props, dialect appropriate for location of the scene

What did you learn?

Where did you look (e.g., library, internet, interviews)?

What are your resources? Include URL if Internet based.

What new questions do you have?

RESEARCH REFLECTION

Graphic Organizer from DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS ODE/TAG 2003

Section V Grades 6-8Page 43

ARTS TASK Script to a Play Grades 6-8

Option 1: The student will storyboard the scene prepared for presentation. The student should: Break actions and dialogue into average five-second segments (two- to fifteen-second range is common). Pick an angle from which to shoot each segment (high, low, profile, eyelevel). Pick a type of shot for each segment (long shot, close-up, or degrees of either). Draw/ sketch pictures that depict the angle and type of shot used for each segment. Write accompanying dialogue under each frame of the storyboard. Select angels and types of shots to enhance the idea, mood and feelings being expressed.

Implementation Time: One week outside class or two class periods.Scoring Guide 6 5 4 3 2 1Angles, types of shots, and length of segments combine to advance action and result in appropriate expression of ideas, moods and feelings.

6 = Exemplary 5 = Strong 4 = Proficient 3 = Developing 2 = Emerging 1 = Beginning

Option 2: The student will design a costume for the main characters from the scripted scene. Extension: The student will design props to support the plot and events in the scripted scene.

Implementation Time: Basic task: Three forty-minute sessionsScoring Guide 6 5 4 3 2 1Costume and color and detail are appropriate to the character(s).Props show understanding of the plot and contribute to the effect.

6 = Exemplary 5 = Strong 4 = Proficient 3 = Developing 2 = Emerging 1 = BeginningThe ArtsStandards Addressed:

Create, Present and PerformCommon Curriculum Goal: Express ideas, moods and feelings through the arts and evaluate how well a work of art expresses one's intent.

Content Standard: Create, present, and/or perform a work of art that demonstrates an idea, mood or feeling by using essential elements and organizational principles, and describe how well the work expresses one’s intent.

Benchmark 3: Create, present and/or perform a work of art by controlling essential elements and organizational principles to express an intended idea, mood or feeling.

High School: Create, present and/or perform a work of art by controlling essential elements and organizational principles and describe how well the work expresses an intended idea, mood or feeling.

Common Curriculum Goal: Create, present and perform works of artContent Standard: Use essential elements and organizational principles to create, present and/or perform works of art for a variety of purposes.

Benchmark 3: Select and combine essential elements and organizational principles to achieve a desired effect when creating, presenting and/or performing works of art.

High School: Select and combine essential elements and organizational principles to achieve a desired effect when creating, presenting and/or performing works of art for a variety of purposes.

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SCRIPT TO A PLAYENGLISH/LANGUAGE ARTS AND ARTS

Grade: 8

TAG NEEDS ADDRESSEDINTELLECTUALLY GIFTED

Advanced Critical ReasoningScholarly InteractionContinuous Progress for Level and Rate*

⌧ Challenging ResourcesEffecting ChangeDecision Making; Ethical Use of InfluenceLeadership Training/CareerRealistic Goal SettingRegular Interaction with Intellectual

PeersSocial-Emotional Issues;

Support; Coping StrategiesAdvanced Academic

PlanningOpportunity for

Competition/Failures/Successes

Creative Problem Solving with Real Problems/Audiences

Pursuit of Advanced Level Research⌧ Advanced Vocabulary Development

ACADEMICALLY TALENTED ENG/LAAdvanced Critical Thinking in LA

⌧ Continuous Progress/Level and Rate* in LA⌧ Challenging LA Resources

Creative Problem Solving Strategies in LA⌧ Advanced Vocabulary Development

Leadership Training/CareerDecision Making; Ethical Use of InfluenceRegular Interaction with Talented LA PeerRealistic Goal SettingOpportunity for Competition/ Failures/SuccessesAdvanced Academic Planning in LA

CAREER-RELATED LEARNING STANDARDS

FORGRADUATION

REQUIREMENTSPersonal ManagementProblem Solving

⌧ CommunicationTeamworkEmployment FoundationsCareer Development

TEACHER CHECKS THE GRADE-LEVEL/BENCHMARK LEVEL

STUDENT IS PURSUING

Math:__Grade-Level__ High School/Postsecondary

English/Language Arts__Grade-Level__ High School/Postsecondary

Social Sciences Benchmark 1 Benchmark 2 Benchmark 3 High

School/Postsecondary

Science Benchmark 1 Benchmark 2 Benchmark 3 High

School/Postsecondary

The Arts Benchmark 1 Benchmark 2 Benchmark 3 High

School/Postsecondary

Student Grade

Teacher School

Date Initiated Date Completed

Check TAG Identification category: Intellectual Academic Math Academic LA

* Rate requires monitoring to ensure that the student was allowed to move ahead upon acquiring concepts.

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PROTAGONIST/ANTAGONIST DEBATEENGLISH/LANGUAGE ARTS AND ARTS

Grade: 6 Page 1

Acceleration ApproachThe standard has been accelerated by moving grade-level 6 up to the standard used for high school.

K 1 2 3 4 5 6 7 8 9 High School ⌧

Organizing Overarching Concept (e.g., systems, patterns of change, models, scales):Change

Organizing Higher Order Skills (e.g., Bloom’s, Paul’s Model of Reasoning):Paul’s Model of Reasoning: Language Arts

Differentiation Features:Students Are assessed earlier or prior to teaching Develop a product Present oral and written communication to a real world

audience Use sophisticated content stimuli

Archetypal ModelRead an advanced-level classic piece of literature. Analyze a protagonist and antagonist character. Develop arguments to support your judgment. Debate position in front of audience.

Sample Task Activity: Students will read My Brother Sam is Dead develop a position chart and use Graphic Organizer Antagonist/Protagonist Characteristics,

to align themselves with both Sam’s and Father’s points of view. find and write out specific arguments for support. prepare debate (a visual aid is optional during the debate).

Questions What are Sam’s reasons for his position on the Revolutionary War? What are Father’s reasons for his position? Do you agree with one position over the other? Why or why not?

ENGLISH/LANGUAGE ARTSCOMMON CURRICULUM GOALS

LiteratureDevelop an interpretation of grade-level literary text. Speaking and ListeningCommunicate supported ideas across the subject areas using oral, visual, and multi-media forms in ways appropriate to topic, context, audience, and purpose; organize oral, visual, and multimedia presentations in clear sequence, making connections and transitions among ideas and elements; use language appropriate to topic, context, audience, and purpose; and demonstrate control of eye contact, speaking rate, volume, enunciation, inflection, gestures, and other non-verbal techniques.

GRADE-LEVEL STANDARDSLiteratureGrade 8LITERARY TEXT: DEVELOP AN INTERPRETATION Predict probable future outcomes supported by the text. Identify the actions and motives (e.g., loyalty, selfishness, conscientiousness)

of characters in a work of fiction, including contrasting motives that advance the plot or promote the theme, and discuss their importance to the plot or theme.

Infer the main idea when it is not explicitly stated, and support with evidence from the text.

Infer unstated reasons for actions based on evidence in the text.High School LITERARY TEXT: DEVELOP AN INTERPRETATION Predict probable future outcomes supported by the text. Analyze interactions between characters in a literary text (e.g., internal and

external conflicts, motivations, relationships, influences) and how these interactions affect the plot.

Speaking and ListeningGrade 8SPEAKING Develop a focus and present information to achieve particular purposes by

matching the message, vocabulary, voice modulation, expression, and tone to audience and purpose.

Outline a speech based on a chosen pattern of organization, including an introduction; transitions, previews, and summaries; a logically developed body; and an effective conclusion.

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PROTAGONIST/ANTAGONIST DEBATEENGLISH/LANGUAGE ARTS AND ARTS

Grade: 6 Page 2

Implementation Time2 –3 class periods, including debate. Reading will be done mostly as homework.

ResourcesCollier, J., and Collier, C. (1974). My brother Sam is dead. NY: Scholastic, Inc.My Brother Sam is Dead http://www.bookrags.com/My_Brother_Sam_Is_Dead

Use credible and relevant information to convey message. Use precise language, action verbs, sensory details, appropriate and colorful

modifiers, and the active rather than the passive voice in ways that enliven oral presentations.

Use appropriate enunciation, pace, eye contact, and gestures to engage the audience during formal presentations.

High SchoolSPEAKING Present and support a clear thesis statement and choose appropriate types of

proof (e.g., statistics, testimony, specific instances) that meet standard tests for evidence, including credibility, validity, and relevance.

Produce concise notes for extemporaneous speaking (not part of scoring guide criteria).

SCORING GUIDEReading

Students are able to

6Exemplary

5Strong

4Proficient

3Developing

2Emerging

1Beginning

Analyze characterization as revealed through a character’s thoughts, words, speech patterns, and actions; the narrator's description; and the thoughts, words, and actions of other characters.Determine characters’ traits by what the characters say in narration, dialogue, dramatic monologue, and soliloquy.

SCORING GUIDESpeaking and Listening

Students are able to

6Exemplary

5Strong

4Proficient

3Developing

2Emerging

1Beginning

Present information and match the message, vocabulary, voice, expression, and tone to the audience and purpose.Make a formal presentation to the class that includes definitions for clarity; support for main ideas using anecdotes, examples, statistics, analogies, and other evidence.Use language effectively and creatively to make a strong impact, evoke a response from the audience, and convey a clear message.Use precise language, action verbs, sensory details, appropriate and colorful modifiers in ways that enliven oral presentations.Use effective word choice, enunciation, and pace during formal presentations.Analyze the occasion and the interests of the audience and choose effective verbal and non-verbal techniques for presentations.

Section V Grades 6-8Page 47

Graphic Organizer

ANTAGONIST/PROTAGONIST CHARACTERISTICS

Name Date Point of View of (name) Point of View of (name)

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Section V Grades 6-8Page 48

ARTS TASK Protagonist/Antagonist Debate Grades 6-8

Option 1: The student will create a coat of arms for Sam and one for Father that show visually the key elements of each character’s position.Extension: The student will create multi-media portraits of Sam and of Father, reflecting the position each holds about the Revolution.Implementation Time:

Basic task: One to two periods. Extension: Four to five periods and/or homework

Scoring Guide 6 5 4 3 2 1Ideas are represented through use of visuals.Characters, costumes and settings are imaginatively created.Choices made in preparing the presentation are identified, including color and language.Choices made in organizing the elements of the performance are identified.Historical elements in the work of art are identified.

6 = Exemplary 5 = Strong 4 = Proficient 3 = Developing 2 = Emerging 1 = Beginning

Option 2: The student will present a “You Are There” style interview with Sam and Father.Extension: The student will stage a trial in which Sam is being tried by the new American government for supporting the Tories; Father is a witness for the prosecution.

Scoring Guide 6 5 4 3 2 1Materials are used effectively.Historically appropriate dialogue is used.Characters, costumes and settings are created imaginatively.Choices made in organizing the elements of the performance are explained.Historical/cultural elements in the work are explained.

6 = Exemplary 5 = Strong 4 = Proficient 3 = Developing 2 = Emerging 1 = Beginning

The ArtsStandards Addressed:

Create, Present and PerformCommon Curriculum Goal: Create, present and perform works of art.

Content Standard: Use essential elements and organizational principles to create, present and/or perform works of art for a variety of purposes.Benchmark 3: Select and combine essential elements and organizational principles to achieve a desired effect when creating, presenting and/or

performing works of art.High School: Select and combine essential elements and organizational principles to achieve a desired effect when creating, presenting and/or

performing works of art for a variety of purposes.

Section V Grades 6-8Page 49

ARTS TASK Protagonist/Antagonist Debate CONTINUED Grades 6-8

Common Curriculum Goal: Apply the use of ideas, techniques and problem solving to the creative process and analyze the influence that choices have on the result

Content Standard: Explore and describe the use of ideas, techniques and problem solving in the creative process (e.g., planning, choice of medium, choice of tools, analysis and revision) and identify the impact of choices made.

Benchmark 3: Describe the creative process used, and the effects of the choices made, when combining ideas, techniques, and problem solving to produce one's work.

High School: Explain the choices made in the creative process when combining ideas, techniques, and problem solving to produce one's work, and identify the impact that different choices might have made.

Historical and Cultural PerspectivesCommon Curriculum Goal: Understand how events and conditions influence the arts.

Content Standard: Explain the influence of events and conditions on works of art.Benchmark 3: Distinguish the influence of events and conditions on works of art.High School: Explain the influence of events and conditions on an artist's work.

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PROTAGONIST/ANTAGONIST DEBATEENGLISH/LANGUAGE ARTS AND ARTS

Grades: 6

TAG NEEDS ADDRESSEDINTELLECTUALLY GIFTED

Advanced Critical ReasoningScholarly Interaction

⌧ Continuous Progress for Level and Rate*

⌧ Challenging ResourcesEffecting ChangeDecision Making; Ethical Use of InfluenceLeadership Training/CareerRealistic Goal SettingRegular Interaction with Intellectual PeersSocial-Emotional Issues; Support;

Coping StrategiesAdvanced Academic PlanningOpportunity for Competition/

Failures/SuccessesCreative Problem Solving

with Real Problems/Audiences

Pursuit of Advanced Level Research

Advanced Vocabulary Development

ACADEMICALLY TALENTED ENG/LAAdvanced Critical Thinking in LA

⌧ Continuous Progress/Level and Rate* in LA⌧ Challenging LA Resources

Creative Problem Solving Strategies in LAAdvanced Vocabulary DevelopmentLeadership Training/CareerDecision Making; Ethical Use of InfluenceRegular Interaction with Talented LA PeerRealistic Goal SettingOpportunity for Competition/Failures/SuccessesAdvanced Academic Planning in LA

CAREER-RELATED LEARNING STANDARDS FOR

GRADUATIONREQUIREMENTS

Personal ManagementProblem Solving

⌧ CommunicationTeamworkEmployment FoundationsCareer Development

TEACHER CHECKS THE GRADE-LEVEL/BENCHMARK LEVEL

STUDENT IS PURSUING

Math:__Grade-Level__High School/Postsecondary

English/Language Arts__Grade-Level__High School/Postsecondary

Social Sciences Benchmark 1 Benchmark 2 Benchmark 3 High

School/Postsecondary

Science Benchmark 1 Benchmark 2 Benchmark 3 High

School/Postsecondary

The Arts Benchmark 1 Benchmark 2 Benchmark 3 High

School/Postsecondary

Student Grade

Teacher School

Date Initiated Date Completed

Check TAG Identification category: Intellectual Academic Math Academic LA

* Rate requires monitoring to ensure that the student was allowed to move ahead upon acquiring concepts.

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FLOWERS FOR ALGERNONENGLISH/LANGUAGE ARTS, SOCIAL SCIENCES, SCIENCE, AND ARTS

Grades: 6-8 Page 1

Acceleration ApproachThe standard has been accelerated by moving grade-level 6 up to the standard used for high school.

K 1 2 3 4 5 6 7 8 9 High School ⌧

Organizing Overarching Concept (e.g., systems, patterns of change, models, scales):Patterns of Change

Organizing Higher Order Skills (e.g., Bloom’s, Paul’s Model of Reasoning):Paul’s Model of Reasoning: Assumptions, inferences, point of view, consequences, and implications.

Differentiation Features:Students Use multiple higher-level skills Have additional variables to study Study a concept in multiple applications Use advanced resources Use sophisticated content stimuli Present oral and written communication to a real world

audience

Archetypal ModelStudents complete a literary analysis of theme, character, contemporary issues, and ethics. Students then follow by researching the contemporary issue, writing a persuasive paper, and giving speech to demonstrate a critical stance.

Sample Task Activity:Students will discuss animal experimentation. read and discuss Flowers for Algernon. discuss open-ended questions to pursue comprehension of

issues. use Graphic Organizers Vocabulary Web (See explanation and

example in Graphic Organizer Section) and Social Studies Web Wheel of Reasoning to gather information for open-ended discussions.

ENGLISH/LANGUAGE ARTSCOMMON CURRICULUM GOALS

LiteratureDevelop an interpretation of grade-level literary text.

WritingWrite narrative, expository, and persuasive texts, using a variety of written forms—including journals, essays, short stories, poems, research reports, research papers, business and technical writing—to express ideas appropriate to audience and purpose across the subject areas.

Speaking and ListeningCommunicate supported ideas across the subject areas using oral, visual, and multimedia forms in ways appropriate to topic, context, audience, and purpose; organize oral, visual, and multimedia presentations in clear sequence, making connections and transitions among ideas and elements.

GRADE-LEVEL STANDARDSLiteratureGrade 8LITERARY TEXT: DEVELOP AN INTERPRETATION Predict probable future outcomes supported by the text. Identify the actions and motives (e.g., loyalty, selfishness, conscientiousness)

of characters in a work of fiction, including contrasting motives that advance the plot or promote the theme, and discuss their importance to the plot or theme.

Identify and analyze the development of themes in literary works based on evidence in the text.

Infer the main idea when it is not explicitly stated, and support with evidence from the text.

Infer unstated reasons for actions based on evidence in the text.High SchoolLITERARY TEXT: DEVELOP AN INTERPRETATION Analyze interactions between characters in a literary text (e.g., internal and

external conflicts motivations, relationships, influences) and how these interactions affect the plot.

Identify themes in literary works, and provide support for interpretations from the text.

Identify and analyze unstated reasons for actions or beliefs based on explicitly stated information.

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FLOWERS FOR ALGERNONENGLISH/LANGUAGE ARTS, SOCIAL SCIENCES, SCIENCE, AND ARTS

Grades: 6-8 Page 2

plan and write a persuasive paper and/or speech on animal experimentation using Graphic Organizer Research Procedures.

research different points of view from agencies such as PETA (People for Ethical Treatment of Animals) and University of Kansas to isolate arguments in favor of experimentation and arguments against it, using Graphic Organizer Positive/Negative Qualities Citing Sources.

Sample Questions for Flowers for Algernon What are the main ideas and supporting details that clarify the complexities of

the issues in the story? What issues in this story relate to your community and the world at large? What is the author’s purpose? How do the author’s stylistic decisions support

his purpose?

Teacher note: Issues for discussion:Characters’ feelings–risk, failureEthics of experimentation socially–personal rights, benefitsOther character reactions –responses to changeMental and psychological growth of characterDefinition of happinessSymbols for world issues on animal experimentation

Sample Questions Relating to Researching Point of View What are the science community’s and the general public’s points of view on animal

experimentation? Have the science community and the general public changed their points of view on

animal experimentation? What role do empirical standards, logical argument, and skepticism have on the science

community and the general public’s point of view? What are the risks and benefits of animal experimentation in personal and community

health from a science perspective?

Implementation Time3 weeks or more

See Assessments Section for scoring guides for Reading, Writing, and Speaking and Listening.

WritingGrade 8PERSUASIVE WRITINGWrite persuasive compositions:

Include a well-defined thesis that makes a clear and knowledgeable judgment or appeal.

Present detailed evidence, examples, and reasoning to support arguments, differentiating between facts and opinions.

Provide details, reasons, and examples, arranging them effectively by anticipating and answering readers concerns and counter-arguments.

High SchoolPERSUASIVE WRITINGWriting persuasive compositions:

Structure ideas and arguments in a sustained and logical fashion. Use specific rhetorical (communication) devices to support assertions, such as

appealing to logic through reasoning; appealing to emotion or ethical beliefs; or relating a personal anecdote, case study or analogy.

Clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations, and expressions of commonly accepted beliefs and logical reasoning.

Address reader’ concerns, counter-claims, biases, and expectations.

Speaking and ListeningGrade 8SPEAKING Develop a focus and present information to achieve particular purposes by

matching the message, vocabulary, voice modulation, expression, and tone to the audience and purpose.

Use credible and relevant information to convey message. Use precise language, action verbs, sensory details, appropriate and colorful

modifiers, and the active rather than the passive voice in ways that enliven oral presentations.

Use appropriate enunciation, pace, eye contact, and gestures to engage the audience during formal presentations.

High School SPEAKING Present and support a clear thesis statement and choose appropriate types of

proof (e.g., statistics, testimony, specific instances) that meet standard tests for evidence, including credibility, validity, and relevance.

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FLOWERS FOR ALGERNONENGLISH/LANGUAGE ARTS, SOCIAL SCIENCES, SCIENCE, AND ARTS

Grades: 6-8 Page 3

ResourcesKeyes, D. (1966). Flowers for Algernon. (reprint 1976 paperback). NY: Bantam Books.

Internet:Animal Care and Research Program: Policies, Regulations, and Standards for Care and Use of

Laboratory Animals. University of Kansas http://www.ukans.edu/~acu/chapter2.html

Animal Welfare Information Center http:/ / w w w .nal .u s da . g o v/ aw ic/

The Johns Hopkins Center for Alternatives to Animal Testing (CAAT) htt p ://caat. j hs p h.edu/

Kids 4 Research http:/ / w ww . k ids4research . org/

Medical Research Modernization Committee h tt p ://w ww . m r m c m ed.org/i n fo. h t m l

Office of Animal Care and Use (OACU) (see recommended links) http:// o acu. o d.nih . g o v/ l i n k s. htm

PETA, People for Ethical Treatment of Animals http://www.peta.org

Choose logical patterns of organization (e.g., chronological, topical, cause-and-effect) to inform and to persuade, by seeking agreement or action or uniting audiences behind a common belief or cause.

Use props, visual aids, graphs, and/or electronic media to enhance the appeal and accuracy of rehearsed presentations.

SOCIAL SCIENCESCOMMON CURRICULUM GOALS

Social Science AnalysisDefine and clarify an issue so that its dimensions are well understood.Acquire and organize materials from primary and secondary sources.Explain various perspectives on an event or issue and the reasoning behind them.Identify and analyze an issue.Select a course of action to resolve the issue.

CONTENT STANDARDS Social Science AnalysisIdentify, research, and clarify an event, issue, problem, or phenomenon of significance to society.Gather, use, and evaluate researched information to support analysis and conclusions.Understand an event, issue, problem or phenomenon from multiple perspectives.Identify and analyze characteristics, causes, and consequences of an event, issue, problem or phenomenon.Identify, compare, and evaluate outcomes, response, or solutions, then reach a supported conclusion.

BENCHMARKSSocial Science AnalysisGrade 5

Identify a response or solution and support why it makes sense, using support from research.

Grade 8 Clarify key aspects of an event, issue or problem through inquiry and research. Gather, interpret, use, and document information from multiple resources,

distinguishing facts from opinions, and recognizing points of view. Examine controversial event, issue, or problem from more than one perspective. Examine the various characteristics, causes, and effects of an event, issue, or

problem.

Teachers should review and evaluate the listed books and Internet sites before recommending them for student use.

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FLOWERS FOR ALGERNONENGLISH/LANGUAGE ARTS, SOCIAL SCIENCES, SCIENCE, AND ARTS

Grades: 6-8 Page 4

SCIENCEADDITIONAL COMMON CURRICULUM GOALS

History and Nature of ScienceUnderstand that scientific knowledge is subject to change based on new findings and results of scientific observation and experimentation.

Understand that scientific knowledge distinguishes itself through the use of empirical standards, logical arguments, and skepticism.

Science in Personal and Social PerspectivesExplain risks and benefits in personal and community health from a science perspective.

SCORING GUIDEScience

Students are able to

6Exemplary

5Strong

4Proficient

3Developing

2Emerging

1Beginning

Understand science as a human endeavor, the nature of scientific knowledge, and the history of science as it relates to and clarifies scientific inquiry.Understand that scientific knowledge is subject to change based on new findings and results of scientific observation and experimentation.Understand that scientific knowledge distinguishes itself through the use of empirical standards, logical arguments and skepticism.Understand that science provides a basis for understanding and acting on personal and social issues.Explain risks and benefits in personal and community health from a science perspective.

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FLOWERS FOR ALGERNONENGLISH/LANGUAGE ARTS, SOCIAL SCIENCES, SCIENCE, AND ARTS

Grades: 6-8 Page 4

SCORING GUIDESocial Sciences Analysis

Students are able to

6Exemplary

5Strong

4Proficient

3Developing

2Emerging

1Beginning

Clarify the key aspects of an event, issue, or problem through inquiry and research.Gather, interpret, use, and document information from multiple sources, distinguishing facts from opinions and recognizing points of view.Examine a controversial event, issue, or problem from more than one perspective.Examine the various characteristics, causes, and effects, of an event, issue, or problem.Consider two or more outcomes, responses, or solutions, identify their strengths and weaknesses, then conclude and justify which is the best.

Section V Grades 6-8Page 56

Graphic Organizer

RESEARCH PROCEDURES

Name Date Pre-Research: Describe the issue or problem Find Sources

Check the library, Internet; conduct interviews, surveys

Pre-Research: Describe the issue or problem

Evaluate Presentation Synthesize Information to Create PresentationReported important information; used visual as Glean important information; gather interestingsupport to information; received audience feedback facts; personalize informationused effective speaking skills (e.g., write poetry, give opinions)

Deliver Presentation Prepare Visual/ModelUse visuals as support to information; present Be creative (e.g., re-enact; create posters, costumes, interesting facts; answer questions overheads, slide show, video, timeline)

Graphic Organizer from DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS ODE/TAG 2003

Section V Grades 6-8Page 57

Graphic Organizer

VOCABULARY WEB

Name Title

Synonyms:

Sentence: Definition:

Word: Antonyms:

Example:

Part of Speech:Analysis

Word Families: Stems:Origin:

Persuasion: A language arts unit for high-ability learners. (1998). Center for Gifted Education The College of William and Mary . Dubuque, Iowa: Kendall Hunt Publishing. Pg 283 Reprinted with permission

Section V Grades 6-8Page 58

Graphic OrganizerA

SOCIAL STUDIES WEB—WHEEL OF REASONING

Name Date Topic

Assumptions Data, Evidence

Issue Concept

Focus Question

Implications Point of View

Purpose Inferences

Persuasion: A language arts unit for high-ability learners. (1998). Center for Gifted Education The College of William and Mary . Dubuque, Iowa: Kendall Hunt Publishing. Pg 306. Reprinted with permission

Section V Grades 6-8Page 59

Graphic Organizer

POSITIVE/NEGATIVE QUALITIES CITING SOURCES

Name Title

Please identify 5 examples:

Positive Qualities Evidence from Selection Negative Qualities Evidence from Selection

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Section V Grades 6-8Page 60

ARTS TASK Flowers for Algernon Grades 6-8

Option 1: The student will create a poster to promote a position on a contemporary issue.Extensions:

The student will include images to relate the issue to his/her community. The student will include images to relate the issue to the world at large.

Implementation Time: Three forty-minute sessions.

Scoring Guide 6 5 4 3 2 1Images express a clear message.Images show an understanding of the issue in the community.Images show an understanding of the issue in the world at large.

6 = Exemplary 5 = Strong 4 = Proficient 3 = Developing 2 = Emerging 1 = Beginning

Option 2: The student will design a series of posters and/or political cartoons each of which presents—through text, images and layout—a point of view on a contemporary issue. The student should:

Reflect on the content and design of posters or political cartoons. Vary size, typeface and style to add tone and capture audience attention. Arrange text and images to achieve focus and balance. Determine color palettes for each work.Implementation Time: Three class periods.

Scoring Guide 6 5 4 3 2 1Each work presents a well-defined viewpoint on an issue.Text, colors, images, and layout work together to a maximum impact.

6 = Exemplary 5 = Strong 4 = Proficient 3 = Developing 2 = Emerging 1 = Beginning

The ArtsStandards Addressed:

Create, Present and PerformCommon Curriculum Goal: Create, present and perform works of art.

Content standards: Use essential elements and organizational principles to create, present and/or perform works of art for a variety of purposes.Benchmark 3: Select and combine essential elements and organizational principles to achieve a desired effect when creating, presenting and/or performing

works of art.

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7DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS

FLOWERS FOR ALGERNONENGLISH/LANGUAGE ARTS, SOCIAL SCIENCES, SCIENCE, AND ARTS

Grades: 6-8

TAG NEEDS ADDRESSEDINTELLECTUALLY

GIFTED⌧ Advanced Critical

ReasoningScholarly Interaction

⌧ Continuous Progress for Level and Rate*

⌧ Challenging ResourcesEffecting Change

⌧ Decision Making; Ethical Use of InfluenceLeadership Training/ CareerRealistic Goal SettingRegular Interaction with Intellectual PeersSocial-Emotional Issues; Support; Coping StrategiesAdvanced Academic PlanningOpportunity for Competition/ Failures/Successes

⌧ Creative Problem Solving with Real Problems/AudiencesPursuit of Advanced Level Research

⌧ Advanced Vocabulary Development

ADVANCED SCIENCE KNOWLEDGE

Advanced Critical Thinking in Science

⌧ Continuous Progress/Level and Rate* in Science

⌧ Challenging Science Resources

⌧ Creative Problem Solving Strategies in ScienceScience Advanced Vocabulary DevelopmentLeadership Training/CareerDecision Making; Ethical Use of InfluenceRegular Interaction with Talented Science PeerRealistic Goal SettingOpportunity for Competition/Failures/ SuccessesAdvanced Academic Planning in Science

ACADEMICALLY TALENTED ENG/LAAdvanced Critical Thinking in LA

⌧ Continuous Progress/Level and Rate* in LAChallenging LA Resources

⌧ Creative Problem Solving Strategies in LAAdvanced Vocabulary DevelopmentLeadership Training/Career

⌧ Decision Making; Ethical Use of InfluenceRegular Interaction with Talented LA PeerRealistic Goal SettingOpportunity for Competition/Failures/ SuccessesAdvanced Academic Planning in LA

ADVANCED SOCIAL SCIENCES KNOWLEDGE/SKILLS

Advanced Critical Thinking in Social SciencesContinuous Progress/Level and Rate* in Social SciencesChallenging Social Sciences Resources

⌧ Creative Problem Solving Strategies in Soc ScienceSocial Sciences Advanced Vocabulary DevelopmentLeadership Training/Career

⌧ Decision Making; Ethical Use of InfluenceRegular Interaction with Talented Social Sciences PeerRealistic Goal SettingOpportunity for Competition/Failures/SuccessesAdvanced Academic Planning in Social Studies

CAREER-RELATED

LEARNINGSTANDARDS

FORGRADUATION

REQUIREMENTSPersonal ManagementProblem Solving

⌧ CommunicationTeamworkEmployment FoundationsCareer Development

TEACHER CHECKS THE GRADE-LEVEL/BENCHMARK LEVEL

STUDENT IS PURSUING

Math:__Grade-Level__ High School/Postsecondary

English/Language Arts__Grade-Level__ High School/Postsecondary

Social Sciences Benchmark 1 Benchmark 2 Benchmark 3 High

School/Postsecondary

Science Benchmark 1 Benchmark 2 Benchmark 3 High

School/Postsecondary

The Arts Benchmark 1 Benchmark 2 Benchmark 3 High

School/Postsecondary

Student Grade

Teacher School

Date Initiated Date Completed

Check TAG Identification category: Intellectual Academic Math Academic LA

* Rate requires monitoring to ensure that the student was allowed to move ahead upon acquiring concepts.

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AGRICULTURE THROUGHOUT CIVILIZATIONSOCIAL SCIENCES, SCIENCE, ENGLISH/LANGUAGE ARTS, AND ARTS

Grades: 6-8 Page 1

Acceleration ApproachThe standard has been accelerated by moving grade-level 6 up to the standard used for high school.

K 1 2 3 4 5 6 7 8 9 High School ⌧

Organizing Overarching Concept (e.g., systems, patterns of change, models, scales):Patterns of Change

Organizing Higher Order Skills (e.g., Bloom’s, Paul’s Model of Reasoning):Paul’s Model of Reasoning: Point of view, data, inferences, implications and consequences

Differentiation Features:Students Make continuous progress at advanced level and rate of

instruction in Social Sciences. Match depth and complexity to ability. Complete fewer tasks to master standards. Are assessed earlier or before teaching. Use multiple higher-level skills. Study a concept in multiple applications. Use advanced resources

Archetypal ModelAnalyze similarities and differences and then generalize the cause and effect relationships using advanced resources. Prepare a group presentation for the class about findings. Organize the findings using the Graphic Organizer Hamburger Model (See explanation and example in Graphic Organizers Section). Use graphs, charts, or other visual products to demonstrate points.

Sample Task Activity: Students will complete the Graphic Organizers Social Studies Web-Wheel

of Reasoning, Civilization and Change and A Web to Gather Civilization Information showing elements of the development of agriculture in five different civilizations, using a variety of advanced resources while working with other high-end learners.

SOCIAL SCIENCESCOMMON CURRICULUM GOALS

Historical SkillsAnalyze cause and effect relationships including multiple causalities.

GeographyUnderstand how people and the environment are interrelated.

CONTENT STANDARDSHistorical SkillsIdentify and analyze cause and effect relationships in history.GeographyUnderstand how humans affect the physical environment.

Understand how physical characteristics in the environment and changes in the environment affect human activities.

BENCHMARKSHistorical SkillsGrade 8 Distinguish between cause and effect relationships and events that happen or

occur concurrently or sequentially.High School Compare and contrast institutions and ideas in history, noting causes and

effect relationships.GeographyGrade 8 Understand how human modification of the physical environment in a place

affects both that place and other places. Understand how changes in a physical environment affect human activity.

ENGLISH/LANGUAGE ARTSCOMMON CURRICULUM GOALS

ReadingIncrease word knowledge through systematic vocabulary development; determine the meaning of new words by applying knowledge of word origins, word relationships, and context clues; verify the meaning of new words; and use those new words accurately across the subject areas.

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AGRICULTURE THROUGHOUT CIVILIZATIONSOCIAL SCIENCES, SCIENCE, ENGLISH/LANGUAGE ARTS, AND ARTS

Grades: 6-8 Page 2

develop advanced vocabulary using Graphic Organizer Vocabulary Web (See explanation and example on page in Graphic Organizer Section).

examine cause and effect relationships with agricultural practices and ideas within their culture (e.g., celebrations, ceremonies, religion, family relations).

analyze the similarities and differences across cultures and generalize the cause and effect relationships between agriculture development and changes in human systems.

prepare a group presentation for the class based on findings, using graphs, charts, or other visual products to demonstrate main points.

Engineering Design Extension: students will research, design and construct an agriculture-related device (e.g., a machine that drops seeds on a regular pattern or a drip irrigation system) and then evaluate their device in terms of some design and performance criteria, materials constraints, and cost and operational trade-offs. Students may present their findings in some form of a written or an oral report.

Questions How did early civilizations affect their physical

environments as they developed systems of agriculture? How would you describe the conditions of the hunter-

gatherer societies that led directly to the development of agriculture? What was the most beneficial effect of agriculture in human

lives? What was a major negative effect? What were the main similarities among cultures?

Differences? What are the connections to current lifestyles? Current

agricultural practice?

Implementation Time1 to 2 weeks including homework.

Develop an interpretation of grade-level informational text across the subject areas

Speaking and ListeningCommunicate supported ideas across the subject areas using oral, visual, and multi-media forms in ways appropriate to topic, context, audience, and purpose; organize oral, visual, and multimedia presentations in clear sequence, making connections and transitions among ideas and elements; use language appropriate to topic, context, audience, and purpose; and demonstrate control of eye contact, speaking rate, volume, enunciation, inflection, gestures, and other non-verbal techniques.

Develop a focus and present information to achieve particular purposes by matching the message, vocabulary, voice modulation, expression, and tone to the audience and purpose.

GRADE-LEVEL STANDARDSReadingGrade 8VOCABULARY Determine meanings of words using contextual and structural clues. Analyze idioms and comparisons, such as analogies, metaphors, and similes, to

infer the literal and figurative meanings of phrases. Verify the meaning of a word in its context, even when its meaning is not

directly stated through the use of definition, restatement, example, comparison, or contrast.

High SchoolVOCABULARY Distinguish between the denotative and connotative meanings of words, and

interpret the connotative power of words.Grade 8INFORMATIONAL TEXT: DEVELOP AN INTERPRETATION Predict probable future outcomes supported by the text, including

foreshadowing clues. Determine an author’s implicit and explicit assumptions and beliefs about a

subject based on evidence in the selection. Infer the main idea when it is not explicitly stated, and support with evidence

from the text. High SchoolINFORMATIONAL TEXT: DEVELOP AN INTERPRETATION Predict probable future outcomes supported by the text, including

foreshadowing clues.

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AGRICULTURE THROUGHOUT CIVILIZATIONSOCIAL SCIENCES, SCIENCE, ENGLISH/LANGUAGE ARTS, AND ARTS

Grades: 6-8 Page 3

ResourcesSocial Studies Text: Ancient CivilizationsHigh School World History textbooksSocial Sciences Teacher Resource list from ODE.

InternetMesopotamia http://www. l earner.org/e x hib i t s /collap s e/ m esopota m i a.ht m l China Internet Resources www . internet-at -

w or k .co m /h os_ m cgrane/china/eg_china_i n tro. h t m l Georgetown College in Georgetown, Kentucky

http:// w ww .u k y. edu / AS/C l assics / k id s k l a ss ic s.h t m l Harcourt Brace Social Studies Ancient Civilizations

ht t p:// w w w. h a r courts c ho o l . c o m / m e nus/aut o /1 9 /2 6 .h t m l Kid Search Tools http:/ / w ww.rcls.org/ k s earch.htm

Infer an author’s unstated meaning and draw conclusions about an author’s stated meaning based on facts, events, images, patterns or symbols found in text.

Make reasoned assertions about an author’s arguments by using elements of the text to defend and clarify interpretations.

Analyze implicit relationships, such as cause-and-effect, sequence-time relationships, comparisons, classifications, and generalizations.

Speaking and ListeningGrade 8SPEAKING Use credible and relevant information to convey message. Use precise language, action verbs, sensory details, appropriate and colorful

modifiers, and the active rather than the passive voice in ways that enliven oral presentations.

High SchoolSPEAKING Present and support a clear thesis statement and choose appropriate types of

proof (e.g., statistics, testimony, specific instances) that meet standard tests for evidence, including credibility, validity, and relevance.

Choose logical patterns of organization (e.g., chronological, topical, cause-and effect) to inform and to persuade, by seeking agreement or action, or uniting audiences behind a common belief or cause.

Analyze the occasion and the interests of the audience, and choose effective verbal and nonverbal techniques, such as volume, expression, rate, gesture, eye contact for presentations.

SCIENCEGRADE-LEVEL STANDARDS

7.2E.1 Describe and evaluate the environmental and societal effects of obtaining, using, and managing waste of renewable and non-renewable resources.

7.2E.3 Evaluate natural processes and human activities that affect global environmental change and suggest and evaluate possible solutions to problems.

H.2L.2 Explain how ecosystems change in response to disturbances and interactions. Analyze the relationships among biotic and abiotic factors in ecosystems.

H.2E.4 Evaluate the impact of human activities on environmental quality and the sustainability of Earth systems. Describe how environmental factors influence resource management.

8.4D.1 Define a problem that addresses a need, and using relevant science principles investigate possible solutions given specified criteria, constraints, priorities, and trade-offs.

8.4D.2 Design, construct, and test a proposed engineering design solution and collect relevant data. Evaluate a proposed design solution in terms of design and performance criteria, constraints, priorities, and trade-offs. Identify possible design improvements.

8.4D.3 Explain how creating a new technology requires considering societal goals, costs, priorities, and trade-offs.

Teachers should review and evaluate the listed books and Internet sites before recommending them for student use.

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AGRICULTURE THROUGHOUT CIVILIZATIONSOCIAL SCIENCES, SCIENCE, ENGLISH/LANGUAGE ARTS, AND ARTS

Grades: 6-8 Page 4

SCORING GUIDESocial Sciences

Students are able to

6Exemplary

5Strong

4Proficient

3Developing

2Emerging

1Beginning

Describe governments in terms of development.Identify impact of agriculture on development in five different cultures.Identify similarities and differences between cultures on relevant criteria.Generalize a statement explaining the cause and effect relationships between agricultural development and changes in human systems of life style, religion, and government.Identified positive and negative effects of agriculture on cultural development.

SCORING GUIDEEnglish/Language Arts

Students are able to

6Exemplary

5Strong

4Proficient

3Developing

2Emerging

1Beginning

Present information and match the message, vocabulary, voice, expression, and tone to the audience and purpose.Use credible and relevant information to convey message.

Section V Grades 6-8Page 66

Graphic Organizer

SOCIAL STUDIES WEB—WHEEL OF REASONING

Name Date Government

Assumptions Data, Evidence

Issue Concept

Focus Question

Implications Point of View

Purpose

Inferences

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Section V Grades 6-8Page 67

Graphic Organizer

CIVILIZATION AND CHANGE

Name Date

Civilization TimePeriod Location Modifications to the

EnvironmentChanges inLiving Style

Changes inReligious Beliefs

Changes inGovernment Systems

Mesopotamia

Egypt

India

China

The Americas

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Section V Grades 6-8Page 68

Graphic Organizer

A WEB TO GATHER CIVILIZATION INFORMATION

Name Date Civilization

Arts Health

Geography

Family

Effects on AgricultureCitizens

Occupation

Climate

Life Style Religion

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Section V Grades 6-8Page 69

Graphic Organizer

VOCABULARY WEB

Synonyms:

Sentence: Definition:

Word: Antonyms:

Example:

Part of Speech:Analysis

Word Families: Stems:Origin:

Persuasion: A language arts unit for high-ability learners. (1998). Center for Gifted Education The College of William and Mary . Dubuque, Iowa: Kendall Hunt Publishing. Pg 56. Reprinted with permission

Section V Grades 6-8Page 70

Graphic Organizer

HAMBURGER MODEL

Name Date Introduction (State your opinion)

Elaboration Elaboration Elaboration

Reason Reason Reason

Elaboration Elaboration Elaboration

Conclusion

Persuasion: A language arts unit for high-ability learners. (1998). Center for Gifted Education The College of William and Mary . Dubuque, Iowa: Kendall Hunt Publishing. Pg 73. Reprinted with permission

Section V Grades 6-8Page 71

Graphic Organizer

DAGWOOD WEB FORM

Name Date

Details DetailsBackground

Persuasion: A language arts unit for high-ability learners. (1998). Center for Gifted Education The College of William and Mary .

Claim/Opinion/Introduction

ElaborationElaboration

Reason Other Points of

Elaboration

Elaboration

Elaboration

Elaboration

Conclusion

Reason

Reason

Other Points of

Other Points of

Section V Grades 6-8Page 72

Dubuque, Iowa: Kendall Hunt Publishing. Pg 79. Reprinted with permission

Section V Grades 6-8Page 73

ARTS TASK Agriculture throughout Civilization Grades 6-8

Option 1: The student will write and perform a dialogue for a talk show on the cause and effect of music on society. The student should: Focus the dialogue on the music form AB. (e.g., If A occurs, is B the effect and A the cause?)Extension:

The student will create a musical chant that focuses on the cause-and-effect relationships between agriculture and the changes brought on by societies’ changes and progress.

The student will make a visual representing the cause and effect of the Dust Bowl.Implementation Time:

Basic task: Three to five class periods Extension: varies

Scoring Guide 6 5 4 3 2 1Imagination is evident in the work.The student selected and combined elements to achieve the desired effect.

6 = Exemplary 5 = Strong 4 = Proficient 3 = Developing 2 = Emerging 1 = Beginning

Option 2: The student will prepare and perform a Harvest Festival dance reflecting at the least the local crop cycle.Extensions:

The student will write and perform a short play for the fictional Harvest Festival. The student will stage a Harvest Festival for the class with music, theatre, and food related to the local crop cycle.

Implementation Time: Basic task: Three to five class periods Extensions: Two to four weeks preparation

Scoring Guide 6 5 4 3 2 1Movements express meaning.Ideas are expressed through dialogue and action.Art media are combined to create an integrated multi-arts event.The student’s critique explained the artistic merit and aesthetic effect of his/her work.

6 = Exemplary 5 = Strong 4 = Proficient 3 = Developing 2 = Emerging 1 = Beginning

The ArtsStandards Addressed:

Create, Present and PerformCommon Curriculum Goal: Create, present and perform works of art.

Content Standard: Use essential elements and organizational principles to create, present and/or perform works of art for a variety of purposes.

ARTS TASK AGRICULTURE THROUGHOUT CIVILIZATION CONTINUED Grades 6-8

Section V Grades 6-8Page 74

Benchmark 3: Select and combine essential elements and organizational principles to achieve a desired effect when creating, presenting and/or performing works of art.

High School: Select and combine essential elements and organizational principles to achieve a desired effect when creating, presenting and/or performing works of art for a variety of purposes.

Common Curriculum Goal: Apply the use of ideas, techniques and problem solving to the creative process and analyze the influence that choices have on the result

Content Standard: Explore and describe the use of ideas, techniques and problem solving in the creative process (e.g., planning, choice of medium, choice of tools, analysis and revision) and identify the impact of choices made.

Benchmark 3: Describe the creative process used, and the effects of the choices made, when combining ideas, techniques, and problem solving to produce one's work.

High School: Explain the choices made in the creative process when combining ideas, techniques, and problem solving to produce one's work, and identify the impact that different choices might have made.

Common Curriculum Goal: Express ideas, moods and feelings through the arts and evaluate how well a work of art expresses one’s intent. Content Standard: Express ideas, moods and feelings through the arts and evaluate how well a work of art expresses one’s intent.

Benchmark 3: Create, present and/or perform a work of art by controlling essential elements and organizational principles to express an intended idea, mood or feeling.

High School: Create, present and/or perform a work of art by controlling essential elements and organizational principles and describe how well the work expresses an intended idea, mood or feeling.

Aesthetics and CriticismCommon Curriculum Goal: Understand the interrelationships among art forms.

Content Standard: Describe how essential elements and organizational principles from various arts disciplines can be integrated in a work of art and identify how they contribute to the aesthetic effect, overall idea and impact of the work.

Benchmark 3: Explain the distinctive ways that essential elements and organizational principles from various arts disciplines are used in an integrated work of art and identify their impact on that work.

High School: Explain the roles of essential elements and organizational principles from various arts disciplines in an integrated work of art and identify how they contribute to the aesthetic effect, overall idea and impact of the work.

Historical and Cultural PerspectivesCommon Curriculum Goal: Understand how the arts can reflect the environment and personal experiences within a society or culture, and apply to one's own

work.Content Standard: Explain how a work of art reflects the artist's environment and personal experience within a society or culture, and apply to one’s own

work.Benchmark 3: Explain how works of art from around the world reflect the artist's environment, society and culture.High School: Explain how works of art reflect the artist's personal experience, environment, society and culture and apply this knowledge to one's own

work.

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AGRICULTURE THROUGHOUT CIVILIZATIONSOCIAL SCIENCES, SCIENCE, ENGLISH/LANGUAGE ARTS, AND ARTS

Grades: 6-8

TAG NEEDS ADDRESSEDINTELLECTUALLY GIFTED⌧ Advanced Critical Reasoning

Scholarly Interaction⌧ Continuous Progress for Level

and Rate*⌧ Challenging Resources

Effecting ChangeDecision Making; Ethical Use of Influence

⌧ Leadership Training/CareerRealistic Goal Setting

⌧ Regular Interaction with Intellectual PeersSocial-Emotional Issues; Sup- port; Coping StrategiesAdvanced Academic PlanningOpportunity for Competition/ Failures/SuccessesCreative Problem Solving with Real Problems/Audiences

⌧ Pursuit of Advanced Level Re- search

⌧ Advanced Vocabulary Development

ACADEMICALLY TALENTED ENG/LA

Advanced Critical Thinking in LA⌧ Continuous Progress/Level and

Rate* in LAChallenging LA ResourcesCreative Problem Solving Strategies in LAAdvanced Vocabulary DevelopmentLeadership Training/CareerDecision Making; Ethical Use of InfluenceRegular Interaction with Talented LA PeerRealistic Goal SettingOpportunity for Competition/ Failures/ SuccessesAdvanced Academic Planning in LA

ADVANCED SOCIAL SCIENCES KNOWLEDGE/SKILLS

⌧ Advanced Critical Thinking in Social Sciences

⌧ Continuous Progress/Level and Rate* in Social Sciences

⌧ Challenging Social Sciences ResourcesCreative Problem Solving Strategies in Social SciencesSocial Science Advanced Vocabulary DevelopmentLeadership Training/CareerDecision Making; Ethical Use of InfluenceRegular Interaction with Talented Social Sciences PeerRealistic Goal SettingOpportunity for Competition/ Failures/SuccessesAdvanced Academic Planning in Social Sciences

CAREER-RELATED LEARNING

STANDARDSFOR

GRADUATIONREQUIREMENTS

⌧ Personal Management⌧ Problem Solving⌧ Communication⌧ Teamwork

Employment FoundationsCareer Development

TEACHER CHECKS THE GRADE-LEVEL/BENCHMARK LEVEL

STUDENT IS PURSUING

Math:__Grade-Level__High School/Postsecondary

English/Language Arts__Grade-Level__High School/Postsecondary

Social Sciences Benchmark 1 Benchmark 2 Benchmark 3 High

School/Postsecondary

Science Benchmark 1 Benchmark 2 Benchmark 3 High

School/Postsecondary

The Arts Benchmark 1 Benchmark 2 Benchmark 3 High

School/Postsecondary

Student Grade

Teacher School

Date Initiated Date Completed

Check TAG Identification category: Intellectual Academic Math Academic LA

* Rate requires monitoring to ensure that the student was allowed to move ahead upon acquiring concepts.

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THE MEDIUM IS THE MESSAGESOCIAL SCIENCES, ENGLISH/LANGUAGE ARTS, AND ARTS

Grades: 6-8 Page 1

Acceleration ApproachThe standard has been accelerated by moving grade-level 7-9 up to the standard used for high school.

K 1 2 3 4 5 6 7 8 9 High School ⌧

Organizing Overarching Concept (e.g., systems, patterns of change, models, scales):Multiple points of view/patterns

Organizing Higher Order Skills (e.g., Bloom’s, Paul’s Model of Reasoning):Bloom’s Taxonomy including synthesis, interpret, evaluate

Differentiation Features:Students• Design and/or construct a model based on principles or criteria• Choose from alternatives for tasks, products, and assessments• Present oral and written communication to a real world audience• Use advanced resources• Make cross-disciplinary applications• Conduct original research• Develop a product

Archetypal ModelStudents will choose a current event to research then write and present an original media presentation.

“The Medium is the Message”Sample Task ActivityStudents will conduct primary research to investigate variety of medium genre in terms of how medium

impacts new coverage. critique a given current event and identify a variety of media presentations of the event in

terms of political bias, cultural bias, demographics of audience, limitations of selected medium, influence of sponsoring agency, network, advertisers.

study the effect of multiple points of view, bias, and censorship in news coverage on society.

SOCIAL SCIENCESCOMMON CURRICULUM GOAL

Social Science AnalysisDefine and clarify an issue so that its dimensions are well understood. Explain various perspectives on an event or issue and the reasoning behind it.

CONTENT STANDARDSocial Science AnalysisIdentify, research, and clarify an event, issue, problem or phenomenon of significance to society.

Understand an event, issue, problem or phenomenon from multiple perspectives.

BENCHMARKSSocial Science AnalysisHigh SchoolDefine, research, explain an event, issue, problem, or phenomenon and its society.Analyze an event, issue, problem, or phenomenon from varied or opposed perspectives or points of view.

ENGLISH/LANGUAGE ARTSCOMMON CURRICULUM GOALS

WritingCommunicate supported ideas across the subject areas, including relevant examples, facts, anecdotes, and details appropriate to audience and purpose that engage reader interest; organize information in clear sequence, making connections and transitions among ideas, sentences, and paragraphs; and use precise words and fluent sentence structures that support meaning.

Investigate topics of interest and importance across the subject areas, selecting appropriate media sources, using effective research processes, and demonstrating ethical use of resources and materials.Speaking and Listening Communicate supported ideas across the subject areas using oral, visual, written, and multi-media forms in ways appropriate to topic, context, audience and purpose; organize oral, visual, and multimedia presentations in clear sequence, making connections and transitions among ideas and elements; use language appropriate to topic, context, audience, and purpose; and demonstrate control of eye contact, speaking rate, volume, enunciation, inflection, gestures, and other nonverbal techniques.

Evaluate the significance and accuracy of information and ideas presented in oral, visual, and multimedia communications across the subject areas.

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THE MEDIUM IS THE MESSAGESOCIAL SCIENCES, ENGLISH/LANGUAGE ARTS, AND ARTS

Grades: 6-8 Page 2

choose a narrow topic on which to focus. He/she will use one media genre; a reporter, commentator, anchor person or personality (e.g., Peter Jennings, Rush Limbaugh); and a societal bias.

create an original presentation using the appropriate technology designed to communicate and manipulate information to conform to the media genre selected. The presentations must ac- knowledge impact of political slant/bias on sponsorship/advertisers, and audience, and societal, religious, cultural sponsorship/advertisers and audience.

choose a current event to research then create an original media presentation in a media genre of choice. This presentation will be devoid of political bias/orientation and cultural bias.

The activities will include: Primary research Script development Completed worksheets (answers to guided questions) Visuals Bibliography

Sample Questions What facts did you learn from media coverage? What opinions were shared? How did the specific media influence your interpretation of

the news? Did visual images of the event impact your conception of the

event? What bias did the genre suggest? Which genre (e.g., political satire, entertainment,

commentary) was most effective for news coverage?

Guided Questions1. Why did you choose your current event?2. Where did you conduct your primary research to gather information on this event?3. Which genre appealed to you and why?4. Which biases did you incorporate into your presentation? Why ?5. How did the audience you chose affect your news coverage?6. How did the media genre you selected limit your coverage?7. What aspects of the genre you selected could you manipulate to enhance this coverage.8. What are the responsibilities of news media to the public?

GRADE-LEVEL STANDARDSWritingGRADE 8WRITING Support theses or conclusions with quotations, opinions from experts,

paraphrases, analogies, and/or similar devices. Use descriptive language that clarifies and enhances ideas by establishing tone

and mood through figurative language, sensory images, and comparisons.High SchoolWRITING Use precise lalnguage, action verbs, sensory details and appropriate

modifiers.Grade 8RESEARCH REPORT WRITING Identify topics; develop high-level questions for inquiry; develop sub-questions

to guide research of sub-topics. Use effective note-taking techniques to ensure appropriate documentation of

quoted as well as paraphrases material. Plan and conduct multiple-step information searches by using computer

networks. Analyze the validity and reliablility of primary and secondary sources, and use

the information appropriately.High SchoolRESEARCH REPORT WRITING Use clear research questions and suitable research sources, including the library,

electronic media, and personal interviews, to gather and present evidence from primary and secondary print or Internet sources.

Synthesize information from multiple sources and identify complexities and discrepancies in the information and the different perspectives found in each medium, including almanacs, microfiche, news sources, in-depth field studies, speeches, journals, technical documents.

Integrate quotations and citations into a written text while maintaining the flow of ideas.

Section V Grades 6-8Page 78

9. What are three examples of media bias in history in reporting news?

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Grades: 6-8 Page 3

Implementation Time4 –5 weeks (Implementation time for Extensions to be determined by the teacher.)

ResourcesPrimary resources include variety of newspapers, magazines, radio commentary, TV network news, and informational websites. (Assign as homework for students to watch/listen.)

Student organizers and instructional worksheets for web research and script design. Use Graphic Organizer A Web to Gather Media Information.

Extension-Censorship: Students will research censorship as it relates to a particular portrayal of a current

event in history as it was influenced by the political climate of the times, societal mores and attitudes, culture, government, etc. and the media genre used.

investigate past and present examples of censorship. analyze the reasons for censorship. debate pro/con reasons for censorship as it may relate to a

contemporary current event. research roles and responsibilities of the news media. evaluate the changing attitude of news coverage in America and how

advancement in media technology may or may not have had an impact. research Propaganda/Yellow journalism. research the impact of the radio program “War of the Worlds.”

Extension—Marshall McLuhan 1911-1980.When first published, Marshall McLuhan's Understanding Media; the Extensions of Man made history with its radical view of the effects of electronic communications upon man and life in the twentieth century.

Students will read Marshall McLuhan Quotes (following page) and integrate some of the quotations into

a written text maintaining the idea that McLuhan held great insights in the 60’s for the future of mass media.

research and write the historical significance of Marshall McLuhan, director of the Center for Culture and Technology at the University of Toronto.

Speaking and Listening Grade 8SPEAKING Develop a focus and present information to achieve particular purposes by matching

the message, vocabulary, voice modulation, expression, and tone to the audience and purpose.

Use credible and relevant information to convey message.

ANALYSIS Evaluate the credibility of a speaker (e.g., hidden agendas, slanted or biased

material). Interpret and evaluate the various ways in which visual image-makers (e.g., graphic

artist, illustrators, new photographers, film makers) communicated information and affect impressions and opinions

High SchoolSPEAKING Present and support a clear thesis statement and choose appropriate types of proof

(e.g., statistics, testimony, specific instances) that meet standard tests for evidence, including credibility, validity, and relevance.

Recognize and use elements of speech forms (e.g., introduction, first and second transitions, body, conclusion) in formulating rational arguments and applying the art of persuasion and debate.

Use props, visual aids, graphs, and/or electronic media to enhance the appeal and accuracy of rehearsed presentations.

High SchoolANALYSIS Evaluate the clarity, quality, and effectiveness of a speaker’s important points,

arguments, evidence, organization of ideas, delivery, diction, and syntax. Compare and contrast the ways in which media genres (e.g., televised news, news

magazines, documentaries, online information) cover the same event. Analyze how language and delivery affect the mood and tone of the oral

communication and make an impact on the audience.

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Grades: 6-8 Page 4

write an essay on the meaning of these quotes by McLuhan in his book, originally published in 1967, The Medium is the Massage: an Inventory of Effects.

o "In an electronic information environment, minority groups can no longer be contained-ignored. Too many people know too much about each other. Our new environment compels commitment and participation" (p. 24).

o Ours is a brand-new world of allatonceness. 'Time' has ceased, 'space' has vanished. We now live in a global village...a simultaneous happening."... "Electric circuitry profoundly involves men with one another. Information pours upon us, instantaneously and continuously. As soon as information is acquired, it is very rapidly replaced by still newer information. Our electrically-configured world has forced us to move from the habit of data classification to the mode of pattern recognition. We can no longer build serially, block-by-block, step-by-step, because instant communication insures that all factors of the environment and of experience co-exist in a state of active inter- play" (p. 63).

Background information found on internet: Understanding Media; the Extensions of Man by Marshall McLuhan is a classic expose on the state of the emerging phenomenon of mass media. Terms and phrases such as "the global village" and "the medium is the message" are now part of the lexicon. Given that this book was written early 1960s, some of the in- sights in it are quite impressive. (Note, though, that those insights are commonplace nowadays, which is why the book is mostly interesting as a historical piece.)

An avant-garde pioneer in communication theory, Marshall McLuhan coined the phrases "global village," "sensory impact," and "the medium is the message." One of the first thinkers to emphasize the importance of the cultural, societal, and physiological effects of the medium in which media is broadcast, McLuhan viewed media as an extension of human sensory perception. He envisioned the electronic information age and analyzed the physiological alterations in humans as they experienced technological advances. McLuhan's prescience is particularly astounding when one considers that he died before the proliferation of the personal computer.

Marshall McLuhan Quotes:“The medium is the message.”

"I want to map new terrain rather than chart old landmarks."

"The story of modern America begins with the discovery of the white man by the Indians."

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Grades: 6-8 Page 5

"With telephone and TV it is not so much the message as the sender that is being sent."

"We look at the present through a rearview mirror. We march backwards into the future."

"Invention is the mother of necessities."

"All advertising advertises advertising."

"News, far more than art, is artifact."

"When a thing is current, it creates a currency."

"Mysticism is just tomorrow's science dreamed today."

"All media, from the phonetic alphabet to the computer, are extensions of man that cause deep and lasting changes in him and transform his environment."

“An expensive ad represents the toil, attention, testing, wit, art, and skill of many people. Far more thought and care go into the composition of any prominent ad in a newspaper or magazine than go into the writing of their features and editorials. Any expensive ad is as carefully built on the tested foundations of public stereotypes or 'sets' of established attitudes, as any skyscraper is built on bedrock.”

“A point of view can be a dangerous luxury when substituted for insight and understanding.”

SCORING GUIDESpeaking – Delivery (See Assessments Section.)

Students are able to

6Exemplary

5Strong

4Proficient

3Developing

2Emerging

1Beginning

Cover a current event with a media presentation.Show bias in current event presentation.Show lack of bias in current event presentation.Include a bibliography.Include a script.Provide visuals.

Section V Grades 6-8Page 82

Graphic Organizer

A WEB TO GATHER MEDIA INFORMATION

Name Date FACTS

MEDIA GENRE OPINIONSSTRENGTHS/WEAKNESSES

EVENT

ADVERTISING TARGET SPONSORSHIPS AUDIENCE

POINT OF BIAS VIEW

Graphic Organizer from DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS ODE/TAG 2003

Section V Grades 6-8Page 83

ARTS TASK The Media is the Message Grades 6-8

Option 1: The student will create a newspaper ad or poster to advertise the original media presentation.Extensions: The student will make a presentation to an audience explaining symbols, colors, and organization of the ad or poster.

Implementation Time: Three forty-minute sessions.

Scoring Guide 6 5 4 3 2 1Images, colors and organization of artwork express point of view.Presentation engages audience.

6 = Exemplary 5 = Strong 4 = Proficient 3 = Developing 2 = Emerging 1 = Beginning

Option 2: The student will write a multi-paragraph expository essay critiquing the original media presentation. The student should Video-tape a play/scene performance for reference. For a performance: evaluate the use of enunciation and pronunciation, analyze use of inflection, comment on the tempo and pacing, assess the degree of

projection in regards to the location, and evaluate the use of nonverbal methods of communication: gestures and facial expressions. For a media presentation: Evaluate the use of essential elements such as color, texture, shape, line, medium, selection of objects (content), layout, and

text (font type, style, size).Implementation Time: two class periods

Scoring Guide 6 5 4 3 2 1The essay, written in expository style, reflects the writer’s response to literary text.Specific essential elements (for performance or media) are identified and their reason for being used and desired impacts explained.

6 = Exemplary 5 = Strong 4 = Proficient 3 = Developing 2 = Emerging 1 = Beginning

The ArtsStandards Addressed:

Create, Present and PerformCommon Curriculum Goal: Create, present and perform works of art

Content Standard: Use essential elements and organizational principles to create, present and/or perform works of art for a variety of purposes.Benchmark 3: Select and combine essential elements and organizational principles to achieve a desired effect when creating, presenting and/or

performing works of art.

Common Curriculum Goal: Create, present and perform works of ArtContent Standard: Critique and communicate about one’s own work, orally and in writing.

Benchmark 3: Critique the artistic choices made in creating a work of art and their impact on the aesthetic effect, orally and in writing.High School: Critique the artistic choices made in creating a work of art and their impact on the aesthetic effect, orally and in writing.

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THE MEDIUM IS THE MESSAGESOCIAL SCIENCES, ENGLISH/LANGUAGE ARTS AND ARTS

Grades: 6-8

TAG NEEDS ADDRESSEDINTELLECTUALLY

GIFTED⌧ Advanced Critical

ReasoningScholarly InteractionContinuous Progress for Level and Rate*Challenging ResourcesEffecting Change

⌧ Decision Making; Ethical Use of InfluenceLeadership Training/CareerRealistic Goal SettingRegular Interaction with Intellectual PeersSocial-Emotional Issues; Sup- port; Coping StrategiesAdvanced Academic PlanningOpportunity for Competition/ Failures/Successes

⌧ Creative Problem Solving with Real Problems/AudiencesPursuit of Advanced Level Re- searchAdvanced Vocabulary Development

ACADEMICALLY TALENTED ENG/LA

⌧ Advanced Critical Thinking in LAContinuous Progress/Level and Rate* in LAChallenging LA Resources

⌧ Creative Problem Solving Strategies in LAAdvanced Vocabulary DevelopmentLeadership Training/Career

⌧ Decision Making; Ethical Use of InfluenceRegular Interaction with Talented LA PeerRealistic Goal SettingOpportunity for Competition/Failures/ Successes

⌧ Advanced Academic Planning in LA

ADVANCED SOCIAL SCIENCES KNOWLEDGE/SKILLS

⌧ Advanced Critical Thinking in Soc SciencesContinuous Progress/Level and Rate* in Soc SciencesChallenging Soc Science Resources

⌧ Creative Problem Solving Strategies in Soc SciencesSocial Sciences Advanced Vocabulary DevelopmentLeadership Training/CareerDecision Making; Ethical Use of InfluenceRegular Interaction with Talented Soc Science PeerRealistic Goal SettingOpportunity for Competition/Failures/SuccessesAdvanced Academic Planning in Social Studies

CAREER-RELATED LEARNING

STANDARDS FOR

GRADUATIONREQUIREMENTS

⌧ Personal ManagementProblem Solving

⌧ CommunicationTeamworkEmployment FoundationsCareer Development

TEACHER CHECKS THE GRADE-LEVEL/BENCHMARK LEVEL

STUDENT IS PURSUING

Math:__Grade-Level__High School/Postsecondary

English/Language Arts__Grade-Level__High School/Postsecondary

Social Sciences Benchmark 1 Benchmark 2 Benchmark 3 High

School/Postsecondary

Science Benchmark 1 Benchmark 2 Benchmark 3 High

School/Postsecondary

The Arts Benchmark 1 Benchmark 2 Benchmark 3 High

School/Postsecondary

Student Grade

Teacher School

Date Initiated Date Completed

Check TAG Identification category: Intellectual Academic Math Academic LA

* Rate requires monitoring to ensure that the student was allowed to move ahead upon acquiring concepts.

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I WILL FIGHT NO MORE FOREVERSOCIAL SCIENCES, ENGLISH/LANGUAGE ARTS, AND ARTS

Grades: 7-9 Page 1

Acceleration ApproachThe standard has been accelerated by moving grade-level 8-9 up to the standard used for high school.

K 1 2 3 4 5 6 7 8 9 High School

Overarching Concept (e.g., systems, patterns of change, models, scales):Model

Organizing Higher Order Skills (e.g., Bloom’s, Paul’s Model of Reasoning):Bloom’s Taxonomy including analysis, synthesis, interpret, evaluate

Differentiation Features:Students• Use multiple higher-level skills• Design and/or construct a models based on principles or criteria• Present oral and written communication to a real world audience

Archetypal ModelProduce and perform an original narration, dialogue, dramatic dialogue, or soliloquy based on a known character in history for others to identify and determine the character’s traits.

Sample Task Activity: Students will read Chief Joseph’s speech: “I will fight no more forever.” discuss this historical figure’s character traits. select and read an appropriately challenging reading selection and analyze a character using

the Graphic Organizer Character Analysis. produce an original narrative, monologue/dialogue from the point of view of another

character in history. From the reading the student will develop vocabulary using the Graphic Organizer Vocabulary Web (See explanation and example in Graphics Organizer section).

SOCIAL SCIENCESCOMMON CURRICULUM GOAL

Historical SkillsInterpret and reconstruct chronological relationships.

CONTENT STANDARDHistorical SkillsUnderstand, represent, and interpret chronological relationships is history.

BENCHMARKHistorical SkillsHigh School Reconstruct, interpret, and represent the chronology of significant events,

developments, and narratives from U.S. history.

ENGLISH/LANGUAGE ARTSCOMMON CURRICULUM GOALS

LiteratureDevelop an interpretation of grade-level literary text.

Speaking and ListeningCommunicate supported ideas across the subject areas using oral, visual, and multimedia forms in ways to appropriate to topic, context, audience, and purpose; organize oral, visual, and multimedia presentations in clear sequence, making connections and transitions among ideas and elements; use language appropriate to topic, context, audience, and purpose; and demonstrate control of eye contact, speaking rate, volume, enunciation, inflection, gestures, and other nonverbal techniques.

GRADE-LEVEL STANDARDSLiteratureGrade 8LITERARY TEXT: DEVELOP AN INTERPRETATION Identify the actions and motives (e.g., loyalty, selfishness, conscientiousness)

of characters in a work of fiction, including contrasting motives that advance the plot or promote the theme, and discuss their importance to the plot theme.

Infer unstated reasons for actions based on evidence in the text.

Section V Grades 6-8Page 86

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Grades: 7-9 Page 2

Questions What are the character traits you wish to communicate? Describe ways you may incorporate these character traits into your oral presentation both

verbally and non-verbally. How can you demonstrate eye contact, speaking rate, volume, enunciation and gestures

to portray your character?

Implementation Time 45-60 minutes to read “I will fight no more forever” speech in class and discuss point of

view of speaker. 160 minutes to choose character and research development of speech. 90-120 minutes for presentations

ResourcesFind the surrender speech I Will Fight No More Forever at http://www.pbs.org/weta/thewest/people/a_c/chiefjoseph.htmPBS The West at http://www.pbs.org/weta/thewest/people/a_c/chiefjoseph.htm

High SchoolLITERARY TEXT: DEVELOP AN INTERPRETATION Analyze interactions between characters in a literary text (e.g., internal and

external conflicts, motivations, relationships, influences) and how these interactions affect the plot.

Identify and analyze unstated reasons for actions or beliefs based on explicitly stated information.

Speaking and ListeningGrade 8SPEAKING Develop a focus and present information to achieve particular purposes by

matching the message, vocabulary, voice modulation, expression, and tone to the audience and purpose.

Use precise language, action verbs, sensory details, appropriate and colorful modifiers, and the active rather and the passive voice in ways that enliven oral presentations.

Use appropriate enunciation, pace, eye contact, and gestures to engage the audience during formal presentations.

High SchoolSPEAKING Choose appropriate techniques for developing the introduction and conclusion

(e.g., by using literary quotations, anecdotes, references to authoritative sources). Analyze the occasion and the interest of the audience, and choose effective

verbal techniques and language. Use props, visual aids, graphs, and/or electronic media to enhance the appeal

and accuracy of rehearsed presentations. Analyze the occasion and the interests of the audience, and choose effective

verbal and nonverbal techniques, such as volume, expression, rate, gestures, eye contact for presentations.

Teachers should review and evaluate the listed books and Internet sites before recommending them for student use.

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Grades: 7-9 Page 3

SCORING GUIDETeacher and Students as Audience:

Students are able to

6Exemplar

y

5Strong

4Proficient

3Developing

2Emerging

1Beginning

Communicate character traits.Support analysis of character.Demonstrate appropriate enunciation, pace, eye contact, volume, and gestures to engage the audience.

Section V Grades 6-8Page 88

Graphic Organizer

CHARACTER ANALYSIS

Name Title

Beliefs, Values, Background Thoughts (Age, Gender, Education,

Family)

Character’s Name

Significant Events in Life 3-5 Words to Describe Character (e.g., intense)

Mannerisms Characteristic Expressions

(e.g., smiling, frowning, serious)

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Section V Grades 6-8Page 89

Graphic Organizer

VOCABULARY WEB

Name Title

Synonyms:

Sentence: Definition:

Antonyms:Word:

Part of Speech:

Example: Analysis Word Families:

Stems:

Origin:

Persuasion: A language arts unit for high-ability learners. (1998). Center for Gifted Education The College of William and Mary . Dubuque, Iowa: Kendall Hunt Publishing. Pg 111. Reprinted with permission

Section V Grades 6-8Page 90

ARTS TASK I Will Fight No More Grades 6-8

Option 1: The student will perform an original monologue based on study of Chief Joseph.Extensions: The student will produce visuals taken from the art of the Nez Perce and/or in the style of the Nez Perce to accompany the reading. The student will accompany the reading and visuals with selected recordings of Native American music (preferably Nez Perce), which helps set the

mood.Implementation Time: Extensions: one week; additional two to three periods for music

Scoring Guide 6 5 4 3 2 1The visuals support the verbal presentation.The student explains the choices made in organizing the elements of the performance. The student explains the historical/cultural elements in the work of art.Visuals and/or music reflect appropriate mood.The student explains the historical/cultural influences on Native American art.

6 = Exemplary 5 = Strong 4 = Proficient 3 = Developing 2 = Emerging 1 = Beginning

The ArtsStandards Addressed:

Create, Present and PerformCommon Curriculum Goal: Create, present and perform works of art.

Content Standard: Use essential elements and organizational principles to create, present and/or perform works of art for a variety of purposes.Benchmark 3: Select and combine essential elements and organizational principles to achieve a desired effect when creating, presenting and/or

performing works of art.High School: Select and combine essential elements and organizational principles to achieve a desired effect when creating, presenting and/or

performing works of art for a variety of purposes.

Common Curriculum Goal: Apply the use of ideas, techniques and problem solving to the creative process and analyze the influence that choices have on the result

Content Standard: Explore and describe the use of ideas, techniques and problem solving in the creative process (e.g., planning, choice of medium, choice of tools, analysis and revision) and identify the impact of choices made.

Benchmark 3: Describe the creative process used, and the effects of the choices made, when combining ideas, techniques, and problem solving to produce one's work.

High School: Explain the choices made in the creative process when combining ideas, techniques, and problem solving to produce one's work, and identify the impact that different choices might have made.

Section V Grades 6-8Page 91

ARTS TASK I Will Fight No More CONTINUED Grades 6-8

Common Curriculum Goal: Express ideas, moods and feelings through the arts and evaluate how well a work of art expresses one’s intentContent Standard: Express ideas, moods and feelings through the arts and evaluate how well a work of art expresses one’s intent.

Benchmark 3: Create, present and/or perform a work of art by controlling essential elements and organizational principles to express an intended idea, mood or feeling.

High School: Create, present and/or perform a work of art by controlling essential elements and organizational principles and describe how well the work expresses an intended idea, mood or feeling.

Historical and Cultural PerspectivesCommon Curriculum Goal: Distinguish works of art from different societies, time periods and cultures.

Content Standard: Distinguish works of art from different societies, time periods and cultures, emphasizing their common and unique characteristics.Benchmark 3: Identify and relate works of art from different societies, time periods and cultures, emphasizing their common and unique characteristics.High School: Describe and distinguish works of art from different societies, time periods, and cultures, emphasizing their common and unique

characteristics.

Common Curriculum Goal: Understand how the arts can reflect the environment and personal experiences within a society or culture, and apply to one's own work.

Content Standard: Explain how a work of art reflects the artist's environment and personal experience within a society or culture, and apply to one’s own work.

Benchmark 3: Explain how works of art from around the world reflect the artist's environment, society and culture.High School: Explain how works of art reflect the artist's personal experience, environment, society and culture and apply this knowledge to one's own

work.

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I WILL FIGHT NO MORESOCIAL SCIENCES, ENGLISH/LANGUAGE ARTS, AND ARTS

Grades: 7-9

TAG NEEDS ADDRESSEDINTELLECTUALLY

GIFTED⌧ Advanced Critical

ReasoningScholarly Interaction

⌧ Continuous Progress for Level and Rate*Challenging ResourcesEffecting ChangeDecision Making; Ethical Use of InfluenceLeadership Training/CareerRealistic Goal SettingRegular Interaction with Intellectual PeersSocial-Emotional

Issues; Support; Coping Strategies

Advanced Academic Planning

Opportunity for Competition/

ACADEMICALLY TALENTED ENG/LA⌧ Advanced Critical

Thinking in LAContinuous Progress/Level and Rate* in LAChallenging LA Resources

⌧Creative Problem Solving Strategies in LAAdvanced Vocabulary DevelopmentLeadership Training/CareerDecision Making; Ethical Use of InfluenceRegular Interaction with Talented LA peersRealistic Goal Setting SuccessesAdvanced Academic Planning in LA

ACADEMICALLY TALENTED SOCIAL SCIENCES⌧ Advanced Critical Thinking in Social Sciences

Continuous Progress/Level and Rate* in Social SciencesChallenging Social Sciences Resources

⌧ Creative Problem Solving Strategies in Soc ScienceSoc Science Advanced Vocabulary DevelopmentLeadership Training/CareerDecision Making; Ethical Use of InfluenceRegular Interaction with Talented Social Sciences PeersRealistic Goal SettingOpportunity for Competition/Failures/SuccessesAdvanced Academic Planning in Social Studies

CAREER-RELATED LEARNING

STANDARDSFOR

GRADUATION REQUIREMENTS

Personal ManagementProblem Solving

⌧ CommunicationTeamworkEmployment FoundationsCareer Development

TEACHER CHECKS THE GRADE-LEVEL/BENCHMARK LEVEL

STUDENT IS PURSUING

Math:__Grade-Level__ High School/Postsecondary

English/Language Arts__Grade-Level__ High School/Postsecondary

Social Sciences Benchmark 1 Benchmark 2 Benchmark 3 High

School/Postsecondary

Science Benchmark 1 Benchmark 2 Benchmark 3 High

School/Postsecondary

The Arts Benchmark 1 Benchmark 2 Benchmark 3 High

School/Postsecondary

Student Grade

Teacher School

Date Initiated Date Completed

Check TAG Identification category: Intellectual Academic Math Academic LA

* Rate requires monitoring to ensure that the student was allowed to move ahead upon acquiring concepts.

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ANALYZING THE PLOTENGLISH/LANGUAGE ARTS AND ARTS

Grades: 6-8 Page 1

Acceleration ApproachThe standard has been accelerated by moving grade-level 8 up to the standard used for high school.

K 1 2 3 4 5 6 7 8 9 High School ⌧

Organizing Overarching Concept (e.g., systems, patterns of change, models, scales):Patterns of Change

Organizing Higher Order Skills (e.g., Bloom’s, Paul’s Model of Reasoning):Bloom’s Taxonomy including analysis, synthesis, interpretation

Differentiation Features:Students Use multiple higher-level skills Study a concept in multiple applications Design and/or construct a model based on principles or criteria Choose alternatives for tasks, products, and assessments Present oral and written communication to a real world audience

Archetypal ModelAnalyze a plot from an advanced level literary text and then produce an alternative scene as an extension of, or an addition to, the original plot. This alternative plot scenario will include internal and external conflict, motivation, and relationships. The scene may be inserted at any juncture.

Sample Task ActivityStudents will examine the plot of an advanced level literary text such as The Bear by Chekhov. create an extension of, or an addition to, Chekhov’s original plot by further developing

conflict, motivations, and relationships through dialogue between characters. Characters may dress in historical clothing of era as represented in the play.

Questions Why are the events of the story arranged as they are? What is the primary conflict and how does it reflect theme? Where is the climax? What does it reveal about the purpose of the story?

ENGLISH/LANGUAGE ARTSCOMMON CURRICULUM GOALS

LiteratureDevelop an interpretation of grade-level literary text.

Speaking and ListeningCommunicate supported ideas across the subject areas using oral, visual, and multimedia forms in ways appropriate to topic, context, audience, and purpose; organize oral, visual, and multimedia presentations in clear sequence, making connections and transitions among ideas and elements; use language appropriate to topic, context, audience, and purpose; and demonstrate control of eye contact, speaking rate, volume, enunciation, inflection, gestures, and other nonverbal techniques.

GRADE-LEVEL STANDARDSLiteratureGrade 8LITERARY TEXT: DEVELOP AN INTERPRETATION Predict probable future outcomes supported by the text. Identify the actions and motives (e.g., loyalty, selfishness, conscientiousness) of

characters in a work of fiction, including contrasting motives that advance the plot or promote the theme, and discuss their importance to the plot or theme.

Identify and analyze the development of themes in literary works based on evidence in the text.

Infer the main idea when it is not explicitly stated, and support with evidence from the text.

Infer unstated reasons for actions based on evidence in the text.High SchoolLITERARY TEXT: DEVELOP AN INTERPRETATION Predict probable future outcomes supported by the text. Analyze interactions between characters in a literary text (e.g., internal and

external conflict, motivations, relationships, influences) and how these interactions affect the plot.

Identify themes in literary works, and provide support for interpretations from the text.

Infer the main idea when it is not explicitly stated, and support with evidence from the text.

Identify and analyze unstated reasons for actions or beliefs based on explicitly stated information.

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Grades: 6-8 Page 2

What happens after the climax? How does the ending comment on the significance of the climax?

What are the segments of the plot structure? Why is the story divided in this way? What moves the story line along? External action? Internal conflicts within characters?

Both?

Questions for Chekhov’s story How does your plot extension alter Chekhov’s story? How does your scenario enhance the conflict, motivation and/or relationships in the

story? Critique Chekhov’s mastery of plot within the story.

Implementation Time 60 minutes – Read/discuss The Bear 60 minutes-Research clothing for era 120 minutes – Work on assignment and homework 120 minutes – Staged reading of scene

Speaking and ListeningGrade 8SPEAKING Develop a focus and present information to achieve particular purposes by

matching the message, vocabulary, voice modulation, expression, and tone to the audience and purpose.

Use precise language, action verbs, sensory details, appropriate and colorful modifiers, and the active rather than the passive voice in ways that enliven oral presentations.

High SchoolSPEAKING Use props, visual aids, graphs, and/or electronic media to enhance the appeal

and accuracy of rehearsed presentations. Analyze the occasion and the interests of the audience, and choose effective

verbal and nonverbal techniques, such as volume, expression, rate, gestures, eye contact for presentations.

SCORING GUIDE

Students are able to

6Exemplary

5Strong

4Proficient

3Developing

2Emerging

1Beginning

Follow the scenario of the story line of The Bear.Develop conflict, motivation and/or relationships in the scenario.Create dialogue follow the original plot.

Section V Grades 6-8Page 95

ARTS TASK Analyzing the Plot Grades 6-8

Option 1: The student will write a review that critiques the use of setting, costumes, dialogue and conflict of a scene from “The Bear.”Implementation Time: Three class periods.

Scoring Guide 6 5 4 3 2 1The review is well-developed and organized.The review discusses the impacts of choices made.The student identifies a variety of techniques, problem solving strategies, and choices.

6 = Exemplary 5 = Strong 4 = Proficient 3 = Developing 2 = Emerging 1 = Beginning

The ArtsStandards Addressed:

Create, Present and PerformCommon Curriculum Goal: Create, present and perform works of art.

Content Standard: Explore and describe the use of ideas, techniques and problem solving in the creative process (e.g., planning, choice of medium, choice of tools, analysis and revision) and identify the impact of choices made.

Benchmark 3: Describe the creative process used, and the effects of the choices made, when combining ideas, techniques, and problem solving to produce one's work.

High School: Explain the choices made in the creative process when combining ideas, techniques, and problem solving to produce one's work, and identify the impact different choices might have made.

Aesthetics and CriticismCommon Curriculum Goal: Apply critical analysis to works of art.

Content Standard: Apply knowledge of essential elements, organizational principles and aesthetic criteria to the analysis of works of art, and identify how the elements and principles contribute to the aesthetic effect.

Benchmark 3: Use knowledge of essential elements, organizational principles and aesthetic criteria to describe works of art and identify how the elements and principles contribute to the aesthetic effect.

High School: Use knowledge of essential elements, organizational principles and aesthetic criteria to explain the artistic merit and aesthetic effect of a work of art.

Common Curriculum Goal: Respond to works of art and give reasons for preferences.Content Standard: Respond to works of art, giving reasons for preferences and using terminology that conveys knowledge of the arts.

Benchmark 3: Describe personal preferences for works of art using aesthetic criteria and identify how essential elements and organizational principles contribute to the aesthetic effect.

High School: Explain personal preferences for works of art based on an analysis of how the essential elements and organizational principles contribute to the work's artistic merit.

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AC

ANALYZING THE PLOTENGLISH/LANGUAGE ARTS AND ARTS

Grades: 6-8

TAG NEEDS ADDRESSEDINTELLECTUALLY

GIFTED⌧ Advanced Critical Reasoning

Scholarly Interaction⌧ Continuous Progress for Level and

Rate*Challenging ResourcesEffecting ChangeDecision Making; Ethical Use of InfluenceLeadership Training/CareerRealistic Goal SettingRegular Interaction with Intellectual PeersSocial-Emotional Issues; Support;

Coping StrategiesAdvanced Academic PlanningOpportunity for Competition/

Failures/Successes⌧ Creative Problem Solving with Real Problems/Audience

Pursuit of Advanced Level Research

Advanced Vocabulary Development

ACADEMICALLY TALENTED ENG/LA⌧ Advanced Critical Thinking in LA⌧ Continuous Progress/Level and Rate* in LA⌧ Challenging LA Resources

Creative Problem Solving Strategies in LAAdvanced Vocabulary DevelopmentLeadership Training/CareerDecision Making; Ethical Use of InfluenceRegular Interaction with Talented LA PeerRealistic Goal SettingOpportunity for Competition/Failures/SuccessesAdvanced Academic Planning in LA

CAREER-RELATED LEARNING STANDARDS

FORGRADUATION

REQUIREMENTSPersonal ManagementProblem Solving

⌧ CommunicationTeamworkEmployment FoundationsCareer Development

TEACHER CHECKS THE GRADE-LEVEL/BENCHMARK LEVEL

STUDENT IS PURSUING

Math:__Grade-Level__ High School/Postsecondary

English/Language Arts__Grade-Level__ High School/Postsecondary

Social Sciences Benchmark 1 Benchmark 2 Benchmark 3 High

School/Postsecondary

Science Benchmark 1 Benchmark 2 Benchmark 3 High

School/Postsecondary

The Arts Benchmark 1 Benchmark 2 Benchmark 3 High

School/Postsecondary

Student Grade

Teacher School

Date Initiated Date Completed

Check TAG Identification category: Intellectual Academic Math Academic LA

* Rate requires monitoring to ensure that the student was allowed to move ahead upon acquiring concepts.

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INTERPRETING LITERATUREENGLISH/LANGUAGE ARTS, SOCIAL SCIENCES, AND ARTS

Grades: 6-8 Page 1

Acceleration ApproachThe standard has been accelerated by moving grade-level 6 through 8 up to the standard used for high school.

K 1 2 3 4 5 6 7 8 9 High School ⌧

Organizing Overarching Concept (e.g., systems, patterns of change, models, scales):Patterns of change

Organizing Higher Order Skills (e.g., Bloom’s, Paul’s Model of Reasoning)Paul’s Model: Purpose, inferences, point of view

Differentiation Features:Students Use multiple higher-level skills Use advanced resources Make reasoning explicit

Archetypal ModelLiterary analysis of author’s words, sensory appeals, imagery, tone, mood, followed by a response to a given question.

Sample Task Activity:Students will read and discuss A Rose for Emily. discuss author’s craft—word choice, purpose in general. use Graphic Organizers Vocabulary Web (See explanation and example in Graphic

Organizers section) and Literature Analysis— Wheel of Reasoning (See explanation and example in Graphic Organizers section) .

use open-ended discussion and write questions to address standard language issueso Setting descriptiono Word usage and imageso Lifestyle and historic changeso Personal reflection on cultural element in story compared to contemporary situation

ENGLISH/LANGUAGE ARTSCOMMON CURRICULUM GOALS

LiteratureDevelop an interpretation of a grade-level literary text.Examine content and structure of grade-level literary text.

Speaking and ListeningCommunicate supported ideas across the subject areas using oral, visual, and multimedia forms in ways appropriate to topic, context, audience, and purpose; organize oral, visual, and multimedia presentations in clear sequence, making connections and transitions among ideas and elements; use language appropriate to topic, context, audience, and purpose; and demonstrate control of eye contact, speaking rate, volume, enunciation, inflection, gestures, and other nonverbal techniques.

GRADE-LEVEL STANDARDSLiteratureGrade 8LITERARY TEXT: DEVELOP AN INTERPRETATION Predict probable future outcomes supported by the text. Identify the actions and motives (e.g., loyalty, selfishness,

conscientiousness) of characters in a work of fiction, including contrasting motives that advance the plot or promote the theme, and discuss their importance to the plot or them.

Identify and analyze the development of themes in literary works based on evidence in the text.

Infer the main idea when it is not explicitly stated, and support with evidence from the text.

Infer unstated reasons for actions based on evidence in the text.LITERARY TEXT: EXAMINE CONTENT AND STRUCTURE Identify significant literary devices, such as simile, metaphor,

personification, symbolism, dialect, and irony which define a writer’s style, and use those elements to analyze and evaluate the work.

Analyze the importance of the setting (place, time, customs) to the mood, tone, and meaning of the text.

High SchoolLITERARY TEXT: DEVELOP AN INTERPRETATION Analyze interactions between characters in a literary text (e.g., internal and

external conflicts, motivations, relationships, influences) and how these interactions affect the plot.

Identify and analyze unstated reasons for actions or beliefs based on explicitly stated information.

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INTERPRETING LITERATUREENGLISH/LANGUAGE ARTS, SOCIAL SCIENCES, AND ARTS

Grades: 6-8 Page 2

Construct a project analyzing our own culture as Faulkner did in A Rose for Emily.

Compare change over time. Prepare a discourse, both a formal written exposition and an informative speech

intended to give information about or an explanation of difficult material.

Questions1. How does Faulkner use images and phrasing to establish settings? What evidence from

the text shows the author’s description of the culture at that time?2. How does the author establish mood?3. What sensory details are present?

Further Assignments: Write about a cultural issue. Analyze cultural rules to change over time. Predict future changes and provide reasoning. Classify the cultural elements that would be researched. Interview or survey others to determine thoughts on cultural elements.

Questions What are the behavior models, class systems, sanctions and rewards for various

behaviors?

Implementation Time 2-3 days initial assignment 1 week surveys and research 1 week writing or 1 week speech process 1 week visual display

ResourcesA Rose for Emily by Faulkner http://www.bookrags.com/studyguide-roseemily/

Scoring Guides for Writing and Speaking and Listening(See Assessments Section.)

LITERARY TEXT: EXAMINE CONTENT AND STRUCTURE Compare and contrast the presentation of a similar theme or topic across genres to

explain how the selection of genre shapes the theme or topic. Analyze a work of literature, showing how it reflects the heritage, traditions, attitudes, and beliefs of its author.

Evaluate the impact of word choice and figurative language on tone, mood, and them.

Analyze the way I which a work of literature is related to the themes and issues of its historical period.

Speaking and ListeningGrade 8SPEAKING Develop a focus and present information to achieve particular purposes by

matching the message, vocabulary, voice modulation, expression, and tone to the audience and purpose.

Use precise language, action verbs, sensory details, appropriate and colorful modifiers, and the active rather than the passive voice in ways that enliven oral presentations.

Use appropriate enunciation, pace, eye contact, and gestures to engage the audience during formal presentations.

High SchoolSPEAKING Present and support a clear thesis statement and choose appropriate types of

proof (e.g., statistics, testimony, specific instances) that meet standard tests for evidence, including credibility, validity, and relevance.

Analyze the occasion and the interests of the audience, and choose effective verbal techniques and language.

SOCIAL SCIENCESCOMMON CURRICULUM GOAL

Social Science AnalysisDefine and clarify an issue so that its dimensions are well understood.

CONTENT STANDARDIdentify, research, and clarify an event, issue, problem, or phenomenon of significance to society.

Teachers should review and evaluate the listed books and Internet sites before recommending them for student use.

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INTERPRETING LITERATUREENGLISH/LANGUAGE ARTS, SOCIAL SCIENCES, AND ARTS

Grades: 6-8 Page 3

BENCHMARKSSocial Science AnalysisGrade 8Clarify key aspects of an event, issue, or problem through inquiry and research.

High SchoolDefine, research, and explain an event, issue, problem, or phenomenon and its significance to society.

SCORING GUIDESOCIAL SCIENCES/ANALYSIS

Students are able to

6Exemplary

5Strong

4Proficient

3Developing

2Emerging

1Beginning

Define and clarify an issue so that its dimensions are well understood.

Section V Grades 6-8Page 100

Graphic Organizer

VOCABULARY WEB

Name Title

Synonyms:

Sentence: Definition:

Antonyms:Word:

Part of Speech:

Example: Analysis

Word Families:

Stems:

Origin:

Persuasion: A language arts unit for high-ability learners. (1998). Center for Gifted Education The College of William and Mary . Dubuque, Iowa: Kendall Hunt Publishing. Pg 57. Reprinted with permission

Section V Grades 6-8Page 101

Graphic Organizer

LITERATURE WEB—WHEEL OF REASONING

What assumptions What evidence is presented What concepts are central tothe author makes about the that the central character understanding the story? Whatconcept of change? is motivated by a given do we understand about these

emotion? concepts?

Assumptions Data, EvidenceWhat is the central issue in this story?

Issue Concept

Reasoning inLiterature

What are the Implications Point of Viewimplicationsof characterbehavior atthis point inthe story?

From what point

What is the Purpose Inferences of view is the storypurpose of the told?poem/story?

What inferencesmight be madeabout the ending ofthe story based on….

Persuasion: A language arts unit for high-ability learners. (1998). Center for Gifted Education The College of William and Mary . Dubuque, Iowa: Kendall Hunt Publishing. Pg 50. Reprinted with permission

Section V Grades 6-8Page 102

Graphic Organizer

LITERATURE WEB

Key Words Feelings

Reading Title

Ideas Images or Symbols

Structure

Persuasion: A language arts unit for high-ability learners. (1998). Center for Gifted Education The College of William and Mary . Dubuque, Iowa: Kendall Hunt Publishing. Pg 51. Reprinted with permission

Section V Grades 6-8Page 103

ARTS TASK Interpreting Literature Grades 6-8

Option 1: The student will select one song from Disney’s Fantasia 1 or 2 and describe orally or in writing the relationship between the music and the visual imagesExtensions:

The student will use any arts medium (except music) to create a segmented visual to represent the sections of a musical composition.Implementation Time:

Basic task: Three class periods for written assignment and our of class time for review and selection of a musical piece. Extensions: One to two weeks out of class. (This can be a cooperative effort between the Language Arts and Arts department.).

Scoring Guide 6 5 4 3 2 1Elements selected achieve the intended effect.Creative choices are explained.A correlation among the arts is represented.

6 = Exemplary 5 = Strong 4 = Proficient 3 = Developing 2 = Emerging 1 = Beginning

Option 2: The student will perform an improvised (un-scripted) scene between a 1960s young adult (16-21 yrs.) and his/her parent, reflecting the cultural changes of the 1960s.

Extensions: The student will write and perform a scripted version of the scene above. The student will select music of the 1960s and the parent’s youth to accompany the scene. The student will write and perform a similar scene set in 2004. The student will select music for the 2004 scene.

Implementation Time: Basic task: One week to prepare with 10 minutes to perform and discuss Extensions: One to four weeks’ preparation, 10-15 minutes presentation and discussion.

Scoring Guide 6 5 4 3 2 1Elements are selected to achieve the desired effect.Creative choices are explained.Voice, movement and imagination are used to achieve a purpose.The music reflects the values of the culture.Music, script and acting are successfully integrated.The student identifies the creative process used and the choices made when problem-solving.

6 = Exemplary 5 = Strong 4 = Proficient 3 = Developing 2 = Emerging 1 = Beginning

ARTS TASK Interpreting Literature CONTINUED Grades 6-8

Section V Grades 6-8Page 104

The ArtsStandards Addressed:

Create, Present and PerformCommon Curriculum Goal: Apply the use of ideas, techniques and problem solving to the creative process and analyze the influence that choices have on the

resultContent Standard: Explore and describe the use of ideas, techniques and problem solving in the creative process (e.g., planning, choice of medium, choice

of tools, analysis and revision) and identify the impact of choices made.Benchmark 3: Describe the creative process used, and the effects of the choices made, when combining ideas, techniques, and problem solving to

produce one's work.High School: Explain the choices made in the creative process when combining ideas, techniques, and problem solving to produce one's work, and

identify the impact that different choices might have made.

Common Curriculum Goal: Express ideas, moods and feelings through the arts and evaluate how well a work of art expresses one’s intentContent Standard: Express ideas, moods and feelings through the arts and evaluate how well a work of art expresses one’s intent.

Benchmark 3: Create, present and/or perform a work of art by controlling essential elements and organizational principles to express an intended idea, mood or feeling.

High School: Create, present and/or perform a work of art by controlling essential elements and organizational principles and describe how well the work expresses an intended idea, mood or feeling.

Historical and Cultural PerspectivesCommon Curriculum Goal: Understand how events and conditions influence the arts.

Content Standard: Explain the influence of events and conditions on works of art.Benchmark 3: Distinguish the influence of events and conditions on works of art.High School: Explain the influence of events and conditions on an artist's work.

Common Curriculum Goal: Understand how the arts can reflect the environment and personal experiences within a society or culture, and apply to one's own work.

Content Standard: Explain how a work of art reflects the artist's environment and personal experience within a society or culture, and apply to one’s own work.

Benchmark 3: Explain how works of art from around the world reflect the artist's environment, society and culture.High School: Explain how works of art reflect the artist's personal experience, environment, society and culture and apply this knowledge to one's own

work.

Common Curriculum Goal: Understand the place of the arts within, and their influences on, society.Content Standard: Explain how the arts serve a variety of personal, professional, practical, economic, community and cultural needs.

Benchmark 3: Explain how the arts serve a variety of purposes, needs and values in different communities and cultures.High School: Explain the connections among the arts, career opportunities, and quality of life in the context of personal, practical, community and

cultural needs.

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INTERPRETING LITERATUREENGLISH/LANGUAGE ARTS, SOCIAL SCIENCES, AND ARTS

Grades: 6-8

TAG NEEDS ADDRESSEDINTELLECTUALLY GIFTED⌧ Advanced Critical Reasoning

Scholarly Interaction⌧ Continuous Progress for Level

and Rate*⌧ Challenging Resources

Effecting ChangeDecision Making; Ethical Use of InfluenceLeadership Training/CareerRealistic Goal SettingRegular Interaction with Intellectual PeersSocial-Emotional Issues; Sup- port; Coping StrategiesAdvanced Academic PlanningOpportunity for Competition/ Failures/Successes

⌧ Creative Problem Solving with Real Problems/AudiencePursuit of Advanced Level Re- searchAdvanced Vocabulary Development

ACADEMICALLY TALENTED ENG/LA

Advanced Critical Thinking in LA⌧ Continuous Progress/Level and

Rate* in LA⌧ Challenging LA Resources⌧ Creative Problem Solving

Strategies in LA⌧ Advanced Vocabulary

DevelopmentLeadership Training/CareerDecision Making; Ethical Use of InfluenceRegular Interaction with Talented LA PeerRealistic Goal SettingOpportunity for Competition/Failures/ SuccessesAdvanced Academic Planning in LA

ADVANCED SOCIAL SCIENCES KNOWLEDGE/SKILLS

Advanced Critical Thinking in Social SciencesContinuous Progress/Level and Rate* in Social SciencesChallenging Social Sciences Resources

⌧Creative Problem Solving Strategies in Social SciencesSocial Science Advanced Vocabulary DevelopmentLeadership Training/CareerDecision Making; Ethical Use of InfluenceRegular Interaction with Talented Social Sciences PeerRealistic Goal SettingOpportunity for Competition/ Failures/SuccessesAdvanced Academic Planning in Social Studies

CAREER-RELATED LEARNING

STANDARDSFOR

GRADUATIONREQUIREMENTSPersonal ManagementProblem Solving

⌧ CommunicationTeamworkEmployment FoundationsCareer Development

TEACHER CHECKS THE GRADE-LEVEL/BENCHMARK LEVEL

STUDENT IS PURSUING

Math:__Grade-Level__ High School/Postsecondary

English/Language Arts__Grade-Level__ High School/Postsecondary

Social Sciences Benchmark 1 Benchmark 2 Benchmark 3 High

School/Postsecondary

Science Benchmark 1 Benchmark 2 Benchmark 3 High

School/Postsecondary

The Arts Benchmark 1 Benchmark 2 Benchmark 3 High

School/Postsecondary

Student Grade

Teacher School

Date Initiated Date Completed

Check TAG Identification category: Intellectual Academic Math Academic LA

* Rate requires monitoring to ensure that the student was allowed to move ahead upon acquiring concepts.

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GOVERNMENT POWERSOCIAL SCIENCES, ENGLISH/LANGUAGE ARTS, AND ARTS

Grade: 8 Page 1

Acceleration ApproachThe standard has been accelerated by moving grade-level 8 up to the standard used for high school.

K 1 2 3 4 5 6 7 8 9 High School⌧

Organizing Overarching Concept (e.g., systems, patterns of change, models, scales):Balance/Systems

Organizing Higher Order Skills (e.g., Bloom’s, Paul’s Model of Reasoning): Paul's Model of Reasoning: “Multiple Perspectives” and Model of Concept

Development: “Government Systems” TABA’s Questioning Strategies

Differentiation Features:Students Have additional variables to study Are clustered by higher order thinking skills

Diagnostic/Prescriptive: (What TAG students should already know) Identify the powers of federal, state, and local government Show relationship to the Constitution

Archetypal Model (Research)Students will research a topic and report orally on the interrelationship between local, state, and federal government. They will report powers and limitations of each branch.

Sample Task ActivityRegular Education Task: The students will focus on the Constitutional foundation of the balance of power. identify responsibilities of the various parts/aspects of

government and how they interact/function at various levels. focus on Benchmark expectation/standards.

SOCIAL SCIENCESCOMMON CURRICULUM GOAL

Civics and GovernmentUnderstand the organization, responsibilities and interrelationships between federal, state, and local governments in United States.

Understand the roles of the three branches of government and explain how their powers are distributed and shared.

CONTENT STANDARDSCivics and GovernmentUnderstand the responsibilities and interrelationships of local, state, and national government in the U.S.Understand the roles of powers of the executive, legislative, and judicial branches.

U BENCHMARKSCivics and GovernmentGrade 8Identify and distinguish how powers and responsibilities are distributed and balanced among the federal, state, and local levels.Understand the powers of each branch of government as stated in the Constitution.

High SchoolUnderstand the interrelationships between local, state and federal government.Understand how the branches of government have powers and limitations

ENGLISH/LANGUAGE ARTSCOMMON CURRICULUM GOALS

Reading

Develop an interpretation of grade-level informational text across the subject areas.

Speaking and ListeningCommunicate supported ideas across the subject areas using oral, visual, and multimedia forms in ways appropriate to topic, context, audience, and purpose; organize oral, visual, and multimedia presentations in clear sequence, making connections and transitions among ideas and elements; use language appropriate to topic, context, audience and purpose; and demonstrate control of eye contact, speaking rate, volume, enunciation, inflection, gestures, and other nonverbal techniques.

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GOVERNMENT POWERSOCIAL SCIENCES, ENGLISH/LANGUAGE ARTS, AND ARTS

Grade: 8 Page 2

TAG TaskThe students will use Graphic Organizer Research Guide for Shared Government Responsibilities to focus

on defense, education, health, crime, punishment of crime, transportation, environment and administration and how they relate to the branches and levels of government.

use Graphic Organizer Research Model to follow up with an independent research project. discuss, using Taba’s questioning strategy, to explain how and

why the balance/sharing of power is necessary to maintain the American system of government.

represent the interconnections of the forms of government in some graphic form. The key will show the relationship/responsibility of each.

Questions (TAG focus) How does the U.S. form of government share power between

branches and levels of government? Is it efficient to have multiple layers/duplication of

governmental services and agencies? Is there a reason/rationale for such duplication or is it just

duplication? Is there a Constitutional basis for multiple levels of

government? If so, is it still valid in a technological, primarily urban society? How does the multiple level structure of the U.S. government

“limit” power?

Implementation Time1. Regular education: 1 week (teaches what high-end students already know)2. TAG/High-end Learners: 6-7 days3. Independent Research Project: independent study

While the teacher teaches the information the typical students need to master two civics and government 8th grade Benchmarks, the TAG student will work to master two high school standards. TAG students will find their own examples to determine why this balance is important in order to maintain our system of government. If there are three TAG students in a class, each student could research a different topic (e.g., defense, education, crime) to share with the other TAG students before working together to determine why this balance (distribution of power) is essential to our form of government. If there are ten or more (even a whole class of TAG identified students), then students could research in groups, covering a variety of governmental powers, before each group presents to the others.

GRADE-LEVEL STANDARDSReading

Grade 8INFORMATIONAL TEXT: DEVELOP AN INTERPRETATION Determine an author’s implicit and explicit assumptions and beliefs about a

subject based on evidence in the selection. Infer the main idea when it is not explicitly stated, and support with evidence

from the text.High SchoolINFORMATIONAL TEXT: DEVELOP AN INTERPRETATION Infer an author’s unstated meaning and draw conclusions about an author’s

stated meaning based on facts, events, images, patterns or symbols found in text. Make reasoned assertions about an author’s arguments by using elements of

the text to defend and clarify interpretations. Analyze implicit relationships, such as cause-and-effect, sequence-time

relationships, comparisons, classifications, and generalizations.

Speaking and ListeningGrade 8SPEAKING Develop a focus and present information to achieve particular purposes by

matching the message, vocabulary, voice modulation, expression, and tone to the audience and purpose.

Outline a speech based on a chosen pattern of organization, including an introduction; transitions, previews, and summaries; a logically developed body; and an effective conclusion.

Use credible and relevant information to convey message. Use precise language, action verbs, sensory details, appropriate and colorful

modifiers, and the active rather and the passive voice in ways that enliven oral presentations.

High SchoolSPEAKING Present and support a clear thesis statement and choose appropriate types of

proof (e.g., statistics, testimony, specific instances) that meet standard tests for evidence, including credibility, validity, and relevance.

Choose appropriate techniques for developing the introduction and conclusion (e.g., by using literary quotations, anecdotes, references to authoritative sources).

Section V Grades 6-8Page 108

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GOVERNMENT POWERSOCIAL SCIENCES, ENGLISH/LANGUAGE ARTS, AND ARTS

Grade: 8 Page 3

Scoring GuideStudents will present their product to a panel of peers, using the Speaking Scoring Guide (See Assessments Section.)

Resources:http:// w w w. o s l i s . k 12.or.us -Students will use website to find examples of how the executive branch at the local, state, and federal level implements defense (i.e., Civil Defense, National Guard, US Army). OR how the legislative branch at the local, state, and federal level takes care of educating the nation’s children. OR how the judicial branch at the local, state, and federal level uses separate criminal codes to prosecute criminals.

http://ww w.oregon.gov http://www.find a rt ic le .c om library materialstextbook

Note: If the teacher wants to incorporate another high school civics standard (understand how various forms of the government function in different situations), compare the U.S. system of sharing powers with autocratic, theocratic, oligarchic, tribal governments. Depending on the level of the students, an economics approach could be taken, addressing a high school civics standard (understand how decisions regarding what to produce, how to produce, and for whom to produce are answered in various economic systems) by incorporating trade or economic development into the “issue” section.

Interdisciplinary Extension: The overarching concept of balance can be tied to biology. Studying checks and balances in government can relate nicely to the study of cells and the balance that living organisms maintain.

Choose logical patterns of organization (e.g., chronological, topical, cause-and-effect) to inform and to persuade, by seeking agreement or action, or uniting audiences behind a common belief or cause.

Analyze the occasion and the interest of the audience, and choose effective verbal techniques and language.

Use props, visual aids, graphs, and/or electronic media to enhance the appeal and accuracy of rehearsed presentations.

Teachers should review and evaluate the listed books and Internet sites before recommending them for student use.

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GOVERNMENT POWERSOCIAL SCIENCES, ENGLISH/LANGUAGE ARTS, AND ARTS

Grade: 8 Page 4

TEACHER GUIDE TO USINGTABA QUESTIONING STRATEGIES

Opening Question(Allows many students to enter the discussion):What did you notice about the distribution of power among the various governmental entities?Student responses should to be listed on the board.

Lifting Questions(Directs students to look for relationships among data): What seems to be reflected in this information?What might be the reason for this decentralization?

Extension Questions(Fosters the development of ideas, giving a student a chance to develop his idea):What might be the result of that? Well, tell me a little more.

Questions to Lead to Combining of Ideas andMaking of Relevant GeneralizationsWhat can you say is generally true about what we have been talking about?

What do you make of all we’ve been saying here?

What would you consider an important idea that you got from this?

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7DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS

GOVERNMENT POWERSOCIAL SCIENCES, ENGLISH/LANGUAGE ARTS, AND ARTS

Name Date Research Guide for Shared Governmental Responsibility

According to the U.S. Constitution, which branch of government is responsible for each issue? As you examine the Constitution, list the Article and Section in which you found the power. Then, using the governmental bodies listed, find an example of how each uses the power assigned to it.

I ss u e B ra n ch L e v e l: L o cal S t ate Fe d e r a l

Defense Civil Defense National Guard US Army

Education School Board State Board Dept. of Ed

Health County Health State Health Dept of HHS

Crime Local police State police FBI

Punishment of

Crime

Traffic court Circuit Court Federal Court

Transportation Maintenance of County Road

OR Dept of Transportation

US Dept of Transportation

Environment Dept. of Sanitation Dept. of Fish & Wildlife

Dept. of Interior

Administration Mayor Governor President

As you work, consider these questions:

1. Does the power that each level has overlap?

2. What problems do you see when the powers do overlap? Don’t overlap?

3. Why does the Constitution limit the power of the federal government?

4. Why does the Constitution “reserve” power for the states?

5. Do the powers of the branches ever overlap?

6. What problems do you see when the powers do overlap? Don’t overlap?

7. Is it good that only the federal government can coin money?

8. Is it good that only the federal government can make nuclear weapons?

Section V Grades 6-8Page 112

Graphic Organizer

Research Model

Name Date Select an issue of significance and explore it following the procedure below:

1. Identify your issue or problem.

What is the issue or problem?

Who are the stakeholders and what are their positions?

What is your position on this issue?2. Read about your issue and identify points of view or arguments through information sources.

What are my print sources?

What are media sources?

What are my people sources?

What are my preliminary findings based on a review of existing sources?3. Form a set of Questions that can be answered by a specific set of data.

Examples:A. What would be the results of ___________________________?

B. Who would benefit and how much?

C. Who would be harmed and by how much?

My research question:4. Gather evidence through research techniques such as surveys, interviews, or experiments.

What survey questions should I ask?

What interview questions should I ask?

What experiments should I do?Elements of Thought Graphic Organizer from VanTassel-Baska, J, Curriculum Planning and Instructional Design for Gifted Learners, Denver, Love Publishing Reprinted with permission.

Section V Grades 6-8Page 113

Graphic Organizer

Research Model

5. Manipulate and transport data so that they can be interpreted.

How can I summarize what I found?

Should I develop charts, diagrams, or graphs to represent my data?

6. Draw conclusions and make inferences.

What does the data mean? How can I interpret what I found?

How does the data support my original point of view?

How does the data support other points of view?

What conclusions do I make about the issues?

7. Determine implications and consequences.

What are the consequences of following the point of view that I support?

Do I know enough or are there now new questions to answer?

8. Communicate your findings. (Prepare an oral presentation for classmates based on note cards and written report.)

What are my purpose, issue, and point of view, and how will I explain them?

How will I conclude my presentation?

Elements of Thought Graphic Organizer from VanTassel-Baska, J, Curriculum Planning and Instructional Design for Gifted Learners, Denver, Love Publishing Reprinted with permission.

Section V Grades 6-8Page 114

ARTS TASK Government Power Grades 6-8

Option 1: The student will create a visual comparison of government checks and balances with those of living organisms. The student should: Research balance in living organisms. Select appropriate essential elements (color, line, shapes, textures, patterns, text size and type, etc.) to achieve the desired effect.Implementation Time:

Scoring Guide 6 5 4 3 2 1The illustration shows comparisons and/or contrasts between balance of power in government and living organisms.

6 = Exemplary 5 = Strong 4 = Proficient 3 = Developing 2 = Emerging 1 = Beginning

Option 2: The student will design and produce a poster illustrating interrelationships among local, state and federal governments, using symbols to represent various functions.

Extensions: Use color variations to indicate the extent of power, e.g., vivid color for more power and muted color for less power. Present the poster to an audience explaining interrelationship, symbols and the use of color.

Implementation Time: Four forty-minute sessions.

Scoring Guide 6 5 4 3 2 1Poster design shows understanding of government interrelationships.Symbols express functions they represent. The poster shows understanding of color theory.The presentation engages audience.

6 = Exemplary 5 = Strong 4 = Proficient 3 = Developing 2 = Emerging 1 = Beginning

The ArtsStandards Addressed:

Create, Present and PerformCommon Curriculum Goal: Create, present and perform works of art.

Content Standard: Use essential elements and organizational principle to create, present and/ or perform works of art for a variety of purposes.Benchmark 3: Select and combine essential elements and organizational principles to achieve a desired effect when creating, presenting and/or

performing works of art.High School: Select and combine essential elements and organizational principles to achieve a desired effect when creating presenting and/ or

performing works of art for a variety of purposes.

Section V Grades 6-8Page 115

ARTS TASK Government Power CONTINUED Grades 6-8

Common Curriculum Goal: Apply the use of ideas, techniques and problem solving to the creative process and analyze the influence that choices have on the result

Content standard: Explore and describe the use of ideas, techniques and problem solving in the creative process (e.g., planning, choice of medium, choice of tools, analysis and revision) and identify the impact of choices made.

Benchmark 3: Describe the creative process used, and the effects of the choices made, when combining ideas, techniques, and problem solving to produce one's work.

High School: Explain the choices made in the creative process when combining ideas, techniques, and problem solving to produce one's work, and identify the impact that different choices might have made.

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7DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS

GOVERNMENT POWERSOCIAL SCIENCES, ENGLISH/LANGUAGE ARTS, AND ARTS

Grade: 8 Page 1

TAG NEEDS ADDRESSEDINTELLECTUALLY

GIFTED⌧ Advanced Critical Reasoning⌧ Scholarly Interaction⌧ Continuous Progress for

Level and Rate*⌧ Challenging Resources

Effecting Change⌧ Decision Making; Ethical Use

of InfluenceLeadership Training/Career

⌧ Realistic Goal SettingRegular Interaction with Intellectual PeersSocial-Emotional Issues; Support; Coping StrategiesAdvanced Academic PlanningOpportunity for Competition/ Failures/Successes

⌧ Creative Problem Solving with Real Problems/AudiencesPursuit of Advanced Level ResearchAdvanced Vocabulary Development

ACADEMICALLY TALENTED ENG/LA

Advanced Critical Thinking in LAContinuous Progress/Level and Rate* in LAChallenging LA ResourcesCreative Problem Solving Strategies in LAAdvanced Vocabulary DevelopmentLeadership Training/CareerDecision Making; Ethical Use of InfluenceRegular Interaction with Talented LA PeerRealistic Goal SettingOpportunity for Competition/Failures/SuccessesAdvanced Academic Planning in LA

ADVANCED SOCIAL SCIENCES KNOWLEDGE/SKILLS

⌧ Advanced Critical Thinking in Soc Science⌧ Continuous Progress/Level and Rate* in

Soc Science⌧ Challenging Soc Science Resources

Creative Problem Solving Strategies in Social SciencesSocial Sciences Advanced Vocabulary DevelopmentLeadership Training/Career

⌧ Decision Making; Ethical Use of InfluenceRegular Interaction with Talented Social Sciences Peer

⌧ Realistic Goal SettingOpportunity for Competition/Failures/Successes

⌧ Advanced Academic Planning in Social Studies

CAREER-RELATED LEARNING

STANDARDSFOR

GRADUATIONREQUIREMENTS

⌧ Personal Management⌧ Problem Solving⌧ Communication

TeamworkEmployment FoundationsCareer Development

TEACHER CHECKS THE GRADE-LEVEL/BENCHMARK LEVEL

STUDENT IS PURSUING

Math:__Grade-Level__High School/Postsecondary

English/Language Arts__Grade-Level__High School/Postsecondary

Social Sciences Benchmark 1 Benchmark 2 Benchmark 3 High

School/Postsecondary

Science Benchmark 1 Benchmark 2 Benchmark 3 High

School/Postsecondary

The Arts Benchmark 1 Benchmark 2 Benchmark 3 High

School/Postsecondary

Student Grade

Teacher School

Date Initiated Date Completed

Check TAG Identification category: Intellectual Academic Math Academic LA

* Rate requires monitoring to ensure that the student was allowed to move ahead upon acquiring concepts.

Section V Grades 6-8Page 117

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IMPACT OF WARSOCIAL SCIENCES, SCIENCE, ENGLISH/LANGUAGE ARTS, AND ARTS

Grade: 8 Page 1

Acceleration ApproachThe standard has been accelerated by moving grade-level 8 up to the standard used for high school.

K 1 2 3 4 5 6 7 8 9 High School ⌧

Organizing Overarching Concept (e.g., systems, patterns of change, models, scales):Systems and Patterns of Change

Organizing Higher Order Skills (e.g., Bloom’s, Paul’s Model of Reasoning):Bloom’s analysis level and Paul’s consequences and implications.

Differentiation Features:Students Use multiple higher level skills Add variables to study Study a concept in multiple applications

Archetypal ModelIdentify and analyze cause and effect relationships in history.

Sample Task Activity: Students will explain causes and effects for the Revolutionary War and Civil War, and compare the

changes in U.S. resulting from both wars – socially, economically, culturally – and consider the interaction of change on systems.

compare and contrast patterns of settlement (country/language) with earlier exploration. use the Graphic Organizer Cause and Effect to summarize the change brought about in the

U.S. as a result of the events cited (e.g., war, migration, agriculture development). use Graphic Organizer Consequences to develop inferences regarding effects of alternative

outcomes (e.g., if the South had won). write a well-organized paper of no less than four paragraphs comparing and contrasting

cause and effect of a historical event of choice. design a model of historical change that presents information in visual form to share with the

class.

SOCIAL SCIENCESCOMMON CURRICULUM GOAL

Historical SkillsAnalyze cause and effect relationships, including multiple causalities.

CONTENT STANDARDHistorical SkillsIdentify and analyze cause and effect relationships in history.

BENCHMARKSHistorical SkillsGrade 8

Distinguish between cause and effect relationships and events that happen or occur concurrently or sequentially.

High School Compare and contrast institutions and ideas in history, noting cause and effect

relationships.ENGLISH/LANGUAGE ARTS

COMMON CURRICULUM GOALSWritingCommunicate supported ideas across the subject areas, including relevant examples, facts, anecdotes, and details appropriate to audience and purpose that engage reader’s interest; organize information in clear sequence, making connections and transitions among ideas, sentences, and paragraphs; and use precise words and fluent sentence structures that support meaning.

Write narrative, expository, and persuasive texts, using a variety of written forms-including journals essays, short stories, poems, research reports, research papers, business and technical writing-to express ideas appropriate to audience and purpose across the subject areas.

Speaking and ListeningCommunicate supported ideas across the subject areas using oral, visual, written, and multi-media forms in ways appropriate to topic, context, audience and purpose; organize oral, visual, and multimedia presentations in clear sequence, making connections and transitions among ideas and elements; use language appropriate to topic, context, audience, and purpose; and demonstrate control of eye contact, speaking rate, volume, enunciation, inflection, gestures, and other nonverbal techniques.

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IMPACT OF WARSOCIAL SCIENCES, SCIENCE, ENGLISH/LANGUAGE ARTS, AND ARTS

Grade: 8 Page 2

Engineering Design Extension: Students will research the technological improvements and the social contexts that occurred by the time of the Civil War, comparing such things as transportation, medicine, transportation, weapons, ships and submersibles. Students can focus on design of the Civil War technology and its improvements over its Revolutionary War counterpart. Students may present their findings in some form of a written or an oral report.

Questions1. What changes occurred in the United States’ economy following the Civil War?2. Which changes were results of the War? Were some likely to have occurred even

without the war occurring? Which ones?3. What societal changes occurred? Cultural? Political?4. Were these changes directly a result of the war? Why or why not?

Implementation Time3-6 classes of group work and class discussion. Projects would be assigned as homework.

Resources American Heritage History Magazine U.S. History textbook

Use English/Language Arts Writing Scoring Guide (See Assessments Section.)

Use English/Language Arts Speaking and Listening Scoring Guide (See Assessments Section.)

GRADE-LEVEL STANDARDSScience 8.4D.3 Explain how creating a new technology requires considering societal goals,

costs, priorities, and trade-offs.

WritingGrade 8WRITING Create compositions that engage the reader, have a clear message, a coherent

thesis, and end with a clear and well-supported conclusion. Establish coherence within and among paragraphs through effective transitions

and parallel structures.EXPOSITORY WRITING: RESEARCH REPORTS/MULTIMEDIA PRESENTATIONS Specify a thesis Use a variety of primary and secondary sources, and distinguish the nature and

value of each. Organize and display information on charts, tables, maps, and graphs. Document sourcesHigh SchoolWRITING Establish a coherent and clearly supported thesis that engages the

reader, conveys a clear and distinctive perspective on the subject, maintains a consistent tone and focus throughout the piece of writing, and ends with a well supported conclusion.

Create an organizational structure that logically and effectively presents information using transitional element that unify paragraphs and the work as a whole.

Use precise language, action verbs, sensory details, and appropriate modifiers. Demonstrate an understanding of sentence construction-including parallel

structure and subordination-to achieve clarity of meaning, vary sentence types, and enhance flow and rhythm.

EXPOSITORY WRITING: RESEARCH REPORTS/MULTIMEDIA PRESENTATIONS Gather evidence in support of a thesis, including information on all relevant

perspectives. Make distinctions between the relative value and significance of specifics data,

facts, and ideas. Include visual aids by employing appropriate technology to organize and

record information on charts, maps, and graphs. Document sources.

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7DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS

IMPACT OF WARSOCIAL SCIENCES, SCIENCE, ENGLISH/LANGUAGE ARTS, AND ARTS

Grade: 8 Page 4

Speaking and ListeningGrade 8SPEAKING Develop a focus and present information to achieve particular purposes by

matching the message, vocabulary, voice modulation, expression, and tone to the audience and purpose.

Outline a speech based on a chosen pattern of organization, including an introduction; transitions, previews, and summaries; a logically developed body; and an effective conclusion.

Use credible and relevant information to convey message. Use appropriate enunciation, pace, eye contact, and gestures to engage the

audience during formal presentations.High SchoolSPEAKING Present and support a clear thesis statement and choose

appropriate types of proof (e.g., statistics, testimony, specific instances) that meet standard tests for evidence, including credibility, validity, and relevance.

Choose appropriate techniques for developing the introduction and conclusion (e.g., using literary quotations, anecdotes, references to authoritative sources).

Choose logical patterns of organization (e.g., chronological, topical, cause-and-effect) to inform and to persuade, by seeking agreement or action, or uniting audiences behind a common belief or cause.

Use props, visual aids, graphs, and/or electronic media to enhance the appeal and accuracy of rehearsed presentations.

SCORING GUIDE

Students are able to

6Exemplary

5Strong

4Proficient

3Developing

2Emerging

1Beginning

State effects for a given cause of an event in history.Trace historical events in a timeline.Compare cause and effect relationship in other areas of social sciences (e.g., economics, geography).

Section V Grades 6-8Page 120

Graphic Organizer

CAUSE AND EFFECT

Name Date

E f f ect E f f ect (then …) (then …)

Cause (Because of … )

E f f ect E f f ect (then …) (then …)

Graphic Organizer from DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS ODE/TAG 2003

Section V Grades 6-8Page 121

Graphic Organizer

CAUSE AND EFFECT

Name Date Cause and Effect Civil War

CulturalEffects

EconomicEffects

PoliticalEffects

SocietalEffects

CIVILWAR

CAUSES

Graphic Organizer from DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS ODE/TAG 2003

Section V Grades 6-8Page 122

Graphic Organizer

IMPACT OF WAR: CONSEQUENCES

Name Date

CHANGES CAUSEDBY EVENT

CHANGES OCCURRINGCONCURRENTLY

WITH EVENT

CHANGES AS A RESULTOF THE EVENT

(CONTEMPORARYMANIFESTATIONS)

CIVIL WAR

REVOLUTIONARY WAR

EXPLORATION ANDPATTERNS OF SETTLEMENT

IN US

DEVELOPMENT OFAGRICULTURE

Graphic Organizer from DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS ODE/TAG 2003

Section V Grades 6-8Page 123

ARTS TASK Impact of War Grades 6-8

Option 1: The student will create a diptych or triptych illustrating causes and effects of the Revolutionary or Civil Wars.Extension: The student will create the diptych or triptych in the style of an American or British artist working at the time of the historical

event.Implementation Time: Basic task: Three to five class periods. Extension: Add one to tow periods for art history research.

Scoring Guide 6 5 4 3 2 1Elements are effectively organized.Mood and ideas are expressed through selected elements.The work is explained as a reflection of the time period being illustrated.Stylistic elements of selected artists of the period are identified.

6 = Exemplary 5 = Strong 4 = Proficient 3 = Developing 2 = Emerging 1 = Beginning

Option 2: The student will create and perform a short two-scene play in which characters show the issues leading to war in the first scene and how their lives have changed after the war in the second scene.

Extension: The student will research lives of actual people (or categories of people, e.g., farmers, homemakers, merchants) and create a two-scene short play in which the actual concerns of the characters are shown in the first act and the effects are shown in the second.

Implementation Time: Basic Task: One to two weeks. Extension: Two to three weeks.

Scoring Guide 6 5 4 3 2 1Performers use historically appropriate dialogue.Imagination is shown in creating characters, costumes and settings.Choices made in preparing presentation, including color and language, are identified.Choices made in organizing the elements of the performance are explained.

6 = Exemplary 5 = Strong 4 = Proficient 3 = Developing 2 = Emerging 1 = Beginning

The ArtsStandards Addressed:

Create, Present and PerformCommon Curriculum Goal: Create, present and perform works of art.

Content Standard: Use essential elements and organizational principles to create, present and/or perform works of art for a variety of purposes.Benchmark 3: Select and combine essential elements and organizational principles to achieve a desired effect when creating, presenting and/or

performing works of art.High School: Select and combine essential elements and organizational principles to achieve a desired effect when creating, presenting and/or

performing works of art for a variety of purposes.

Section V Grades 6-8Page 124

ARTS TASK Impact of War CONTINUED Grades 6-8

Common Curriculum Goal: Apply the use of ideas, techniques and problem solving to the creative process and analyze the influence that choices have on the result.

Content Standard: Explore and describe the use of ideas, techniques and problem solving in the creative process (e.g., planning, choice of medium, choice of tools, analysis and revision) and identify the impact of choices made.

Benchmark 3: Describe the creative process used, and the effects of the choices made, when combining ideas, techniques, and problem solving to produce one's work.

High School: Explain the choices made in the creative process when combining ideas, techniques, and problem solving to produce one's work, and identify the impact that different choices might have made.

Common Curriculum Goal: Express ideas, moods and feelings through the arts and evaluate how well a work of art expresses one’s intentContent Standard: Express ideas, moods and feelings through the arts and evaluate how well a work of art expresses one’s intent.

Benchmark 3: Create, present and/or perform a work of art by controlling essential elements and organizational principles to express an intended idea, mood or feeling.

High School: Create, present and/or perform a work of art by controlling essential elements and organizational principles and describe how well the work expresses an intended idea, mood or feeling.

Historical and Cultural PerspectivesCommon Curriculum Goal: Distinguish works of art from different societies, time periods and cultures.

Content Standard: Distinguish works of art from different societies, time periods and cultures, emphasizing their common and unique characteristics.Benchmark 3: Identify and relate works of art from different societies, time periods and cultures, emphasizing their common and unique characteristics.High School: Describe and distinguish works of art from different societies, time periods, and cultures, emphasizing their common and unique

characteristics.

Common Curriculum Goal: Understand how the arts can reflect the environment and personal experiences within a society or culture, and apply to one's own work.

Content Standard: Explain how a work of art reflects the artist's environment and personal experience within a society or culture, and apply to one’s own work.

Benchmark 3: Explain how works of art from around the world reflect the artist's environment, society and culture.High School: Explain how works of art reflect the artist's personal experience, environment, society and culture and apply this knowledge to

one's own work.

Section V Grades 6-8Page 125

7DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS

IMPACT OF WARSOCIAL SCIENCES, SCIENCE, ENGLISH/LANGUAGE ARTS, AND ARTS

Grade: 8

TAG NEEDS ADDRESSEDINTELLECTUALLY

GIFTED⌧ Advanced Critical Reasoning

Scholarly Interaction⌧ Continuous Progress for

Level and Rate*⌧ Challenging Resources

Effecting ChangeDecision Making; Ethical Use of InfluenceLeadership Training/CareerRealistic Goal SettingRegular Interaction with

Intellectual PeersSocial-Emotional Issues; Support; Coping StrategiesAdvanced Academic PlanningOpportunity for Competition/

Failures/SuccessesCreative Problem Solving with Real Problems

⌧ Pursuit of Advanced Level Re- searchAdvanced Vocabulary Development

ACADEMICALLY TALENTED ENG/LA

⌧ Advanced Critical Thinking in LA⌧ Continuous Progress/Level and

Rate* in LAChallenging LA ResourcesCreative Problem Solving Strategies in LAAdvanced Vocabulary DevelopmentLeadership Training/CareerDecision Making; Ethical Use of InfluenceRegular Interaction with Talented LA PeerRealistic Goal SettingOpportunity for Competition/Failures/SuccessesAdvanced Academic Planning in LA

ADVANCED SOCIAL SCIENCES KNOWLEDGE/SKILLS

⌧ Advanced Critical Thinking in Soc Science⌧ Continuous Progress/Level and Rate* in

Social Sciences⌧ Challenging Social Sciences Resources

Creative Problem Solving Strategies in Soc ScienceSocial Sciences Advanced Vocabulary DevelopmentLeadership Training/CareerDecision Making; Ethical Use of InfluenceRegular Interaction with Talented Social Sciences PeerRealistic Goal SettingOpportunity for Competition/Failures/SuccessesAdvanced Academic Planning in Social Studies

CAREER-RELATED LEARNING

STANDARDSFOR

GRADUATIONREQUIREMENTS

⌧ Personal Management⌧ Problem Solving

CommunicationTeamworkEmployment FoundationsCareer Development

TEACHER CHECKS THE GRADE-LEVEL/BENCHMARK LEVEL

STUDENT IS PURSUING

Math:__Grade-Level__High School/Postsecondary

English/Language Arts__Grade-Level__ High School/Postsecondary

Social Sciences Benchmark 1 Benchmark 2 Benchmark 3 High

School/Postsecondary

Science Benchmark 1 Benchmark 2 Benchmark 3 High

School/Postsecondary

The Arts Benchmark 1 Benchmark 2 Benchmark 3 High

School/Postsecondary

Student Grade

Teacher School

Date Initiated Date Completed

Check TAG Identification category: Intellectual Academic Math Academic LA

* Rate requires monitoring to ensure that the student was allowed to move ahead upon acquiring concepts.

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GOVERNMENT BRANCHESSOCIAL SCIENCES, ENGLISH/LANGUAGE ARS, AND ARTS

Grade: 8 Page 1

Acceleration ApproachThe standard has been accelerated by moving grade-level 8 up to the standard used for high school.

K 1 2 3 4 5 6 7 8 9 High School⌧

Organizing Overarching Concept (e.g., systems, patterns of change, models, scales):Concept of Systems

Organizing Higher Order Skills (e.g., Bloom’s, Paul’s Model of Reasoning):Bloom’s taxonomy

Differentiation Features:Students Study a concept in multiple applications Use advanced resources Select alternatives for tasks, products, and assessments

Archetypal ModelStudents will use the KWL Graphic Organizer to determine their knowledge level of a specific topic (K), use advanced resources to learn what they want to learn (W), and present the similarities and differences of the subtopics (L).

Sample Task Activity: Students will fill in the KWL. [The teacher will use these to assess whether students understand

government roles and responsibilities (under K—Knowledge).] use the Government Branches Graphic Organizer as an aid. compare and contrast the powers and limitations the three branches of government by

completing the Graphic Organizer, Powers and Limitations of Branches of Government.

SOCIAL SCIENCESCOMMON CURRICULUM GOAL

Civics and GovernmentUnderstand the roles of the three branches of government and explain how their powers are distributed and shared.

CONTENT STANDARDCivics and GovernmentUnderstand the roles and powers of the executive, legislative and judicial branches.

BENCHMARKSCivics and GovernmentGrade 8Understand the powers of each branch of government as stated in the constitution.

High SchoolUnderstand how the branches of government have powers and limitations.

ENGLISH/LANGUAGE ARTSCOMMON CURRICULUM GOALS

ReadingDevelop an interpretation of grade-level informational text across the subject areas.

Speaking and ListeningCommunicate supported ideas across the subject areas using oral, visual, written, and multi-media forms in ways appropriate to topic, context, audience and purpose; organize oral, visual, and multimedia presentations in clear sequence, making connections and transitions among ideas and elements; use language appropriate to topic, context, audience, and purpose; and demonstrate control of eye contact, speaking rate, volume, enunciation, inflection, gestures, and other nonverbal techniques.

GRADE-LEVEL STANDARDSReadingGrade 8INFORMATIONAL TEXT: DEVELOP AN INTERPRETATION Determine an author’s implicit and explicit assumptions and beliefs about a

subject based on evidence in the selection. Infer the main idea when it is not explicitly stated, and support with evidence

from the text.

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GOVERNMENT BRANCHESSOCIAL SCIENCES, ENGLISH/LANGUAGE ARS, AND ARTS

Grade: 8 Page 2

Advanced students choose one of the activities below and report findings to class: Explore concepts of judicial review and how that has changed over time (Dred Scott,

Board of Education vs. Brown). How is this connected to limitation of powers? Explore contested elections and how they are decided: 1800, 1872, 2000. Are the powers

between branches more or less limited now? What changes do you find in the powers and their limitations?

Take a current event (anthrax, Afghanistan, natural disasters) and identify which branches of governments are involved? Which powers intersect? What powers are exemplified? What limitations on the power of any branch can you identify?

Questions1. What are the powers of each branch?2. How are powers distributed?3. What limitations does each branch face?

Implementation Time3-4 45-50 minute class periods:

Day 1: K-W-L pre-assessmentDay 2: Group work, read and prepare a report for classDay 3: Summaries of results for classDay 4: Complete K-W-L Chart

ResourcesHigh School textsGraphic Organizers K-W-L, Government Branches (See explanation and examples in Graphics Organizer Section.)

High School INFORMATIONAL TEXT: DEVELOP AN INTERPRETATION Infer an author’s unstated meaning and draw conclusions about an author’s

stated meaning based on facts, events, images, patterns or symbols found in text. Make reasoned assertions about an author’s arguments by using elements of

the text to defend and clarify interpretations. Analyze implicit relationships, such as cause-and-effect, sequence-time

relationships, comparisons, classifications, and generalizations.Speaking and ListeningGrade 8 SPEAKING Develop a focus and present information to achieve particular purposes by

matching the message, vocabulary, voice modulation, expression, and tone to the audience and purpose.

Outline a speech based on a chosen pattern of organization, including an introduction; transitions, previews, and summaries; a logically developed body; and an effective conclusion.

Use credible and relevant information to convey message.High School SPEAKING Present and support a clear thesis statement and choose appropriate types of

proof (e.g., statistics, testimony, specific instances) that meet standard tests for evidence, including credibility, validity, and relevance.

Choose logical patterns of organization (e.g., chronological, topical, cause-and-effect) to inform and to persuade, by seeking agreement or action, or uniting audiences behind a common belief or cause.

Use props, visual aids, graphs, and/or electronic media to enhance the appeal and accuracy of rehearsed presentations.

Analyze the occasion and the interests of the audience, and choose effective verbal and nonverbal techniques, such as volume, expression, rate, gestures, eye contact for presentations.

SCORING GUIDESee Speaking and Listening Scoring Guide Standards and Assessments Section VII

Students are able to

6Exemplary

5Strong

4Proficient

3Developing

2Emerging

1Beginning

State the powers of each branch.Explain distribution of power. (e.g., why legislative, judicial and executive instead of top-down.)Identify limitations on powers.Chart and describe powers and limitations.

Section V Grades 6-8Page 128

Graphic Organizer

K-W-L

Name Date

What Students Know What students Want(or need) to know

How will students Learnwhat they need to know?

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Section V Grades 6-8Page 129

Graphic Organizer

GOVERNMENT BRANCHES

Name Date

Legislative Executive Judicial

Powers Limitations Powers Limitations Powers Limitations

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Section V Grades 6-8Page 130

ARTS TASK Government Branches Grades 6-8

Option 1: The student will design a logo for each branch of government using symbols to show respective functions, powers, and limitations.Extensions: The student will create a composite drawing illustrating a current event and showing powers and limitations of government branches. The student will present and explain the logo or composite drawing to an audience.

Implementation Time: Four forty-minute sessions.

Scoring guide 6 5 4 3 2 1Symbols used in the logo express functions of government branches.Composite drawing shows originality and understanding of current event and powers of government branchesThe presentation is clear and engages audience.

6 = Exemplary 5 = Strong 4 = Proficient 3 = Developing 2 = Emerging 1 = Beginning

The ArtsStandards Addressed:

Create, Present and PerformCommon Curriculum Goals: Apply the use of ideas, techniques and problem solving to the creative process and analyze the influence that

choices have on the resultContent standards: Explore and describe the use of ideas, techniques and problem solving in the creative process (e.g., planning, choice of

medium, choice of tools, analysis and revision) and identify the impact of choices made.Benchmark 3: Describe the creative process used, and the effects of the choices made, when combining ideas, techniques, and

problem solving to produce one's work.High School: Explain the choices made in the creative process when combining ideas, techniques, and problem solving to produce one's

work, and identify the impact that different choices might have made.

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7DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS

GOVERNMENT BRANCHESSOCIAL SCIENCES, ENGLISH/LANGUAGE ARS, AND ARTS

Grade: 8 Page 1

TAG NEEDS ADDRESSEDINTELLECTUALLY GIFTED⌧ Advanced Critical Reasoning

Scholarly Interaction⌧ Continuous Progress for Level

and Rate*Challenging ResourcesEffecting ChangeDecision Making; Ethical Use of InfluenceLeadership Training/CareerRealistic Goal SettingRegular Interaction with Intellectual PeersSocial-Emotional Issues; Support; Coping StrategiesAdvanced Academic PlanningOpportunity for Competition/ Failures/SuccessesCreative Problem Solving with Real Problems/AudiencePursuit of Advanced Level ResearchAdvanced Vocabulary Development

ACADEMICALLY TALENTED ENG/LA

Advanced Critical Thinking in LA⌧ Continuous Progress/Level and

Rate* in LAChallenging LA ResourcesCreative Problem Solving Strategies in LAAdvanced Vocabulary DevelopmentLeadership Training/CareerDecision Making; Ethical Use of InfluenceRegular Interaction with Talented LA PeerRealistic Goal SettingOpportunity for Competition/ Failures/SuccessesAdvanced Academic Planning in LA

ADVANCED SOCIAL SCIENCES KNOWLEDGE/SKILLS

⌧ Advanced Critical Thinking in Social Sciences

⌧ Continuous Progress/Level and Rate* in Social SciencesChallenging Social Sciences ResourcesCreative Problem Solving Strategies in Social SciencesSoc Science Advanced Vocabulary DevelopmentLeadership Training/CareerDecision Making; Ethical Use of InfluenceRegular Interaction with Talented Social Sciences PeerRealistic Goal SettingOpportunity for Competition/ Failures/SuccessesAdvanced Academic Planning in Social Studies

CAREER-RELATED LEARNING

STANDARDS FORGRADUATION

REQUIREMENTSPersonal Management

⌧ Problem Solving⌧ Communication

TeamworkEmployment FoundationsCareer Development

TEACHER CHECKS THE GRADE-LEVEL/BENCHMARK LEVEL

STUDENT IS PURSUING

Math:__Grade-Level__High School/Postsecondary

English/Language Arts__Grade-Level__ High School/Postsecondary

Social Sciences Benchmark 1 Benchmark 2 Benchmark 3 High

School/Postsecondary

Science Benchmark 1 Benchmark 2 Benchmark 3 High

School/Postsecondary

The Arts Benchmark 1 Benchmark 2 Benchmark 3 High

School/Postsecondary

Student Grade

Teacher School

Date Initiated Date Completed

Check TAG Identification category: Intellectual Academic Math Academic LA

* Rate requires monitoring to ensure that the student was allowed to move ahead upon acquiring concepts.

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CHRONOLOGY OF EVENTS U.S. HISTORYSOCIAL SCIENCES, SCIENCE, AND ARTS

Grade: 8 Page 1

Acceleration ApproachThe standard has been accelerated by moving grade-level 8 up to the standard used for high school.

K 1 2 3 4 5 6 7 8 9 High School⌧

Organizing Overarching Concept (e.g., systems, patterns of change, models, scales):Patterns of Change/ Relationship of Events

Organizing Higher Order Skills (e.g., Bloom’s, Paul’s Model of Reasoning):Bloom’s Taxonomy

Differentiation Features:Students Complete fewer tasks to master the standard Are assessed earlier or prior to teaching Are clustered by higher order thinking skills Use multiple higher-level skills Add more variables to study Use multiple resources

Archetypal ModelUsing primary and advanced secondary sources, students study a period in history by developing a chronology of events and then analyze the connections of society’s activities during that time period.

Sample Task Activity: Students will read primary and advanced level secondary sources on the Civil War. collect information of society's activities (art, music, science, economics, literature,

religion) during major historical events using Graphic Organizer Impact of Historical Events on Societal Activities.

draw a timeline of the major events of the Civil War. create a visual model from the timeline to show connections among five of society's

activities (e.g., art, music, science, economics, literature, religion).

SOCIAL SCIENCESCOMMON CURRICULUM GOALS

HistoryHistorical SkillsInterpret and reconstruct chronological relationships.

CONTENT STANDARDHistorical SkillsUnderstand, represent, and interpret chronological relationships in history.

BENCHMARKSHistorical SkillsGrade 8Represent and interpret data and chronological relationships from history, using timelines and narratives. Reconstruct, interpret, and represent the chronology of significant events, developments, and narratives from US history.High SchoolReconstruct, interpret, and represent the chronology of significant events, developments, and narrative fromUS history.

SCIENCE8.3S.3 Explain how scientific explanations and theories evolve as new information

becomes available.H.3S.4 Identify examples from the history of science that illustrate modification of

scientific knowledge in light of challenges to prevailing explanations. H.3S.5 Explain how technological problems and advances create a demand for new

scientific knowledge and how new knowledge enables the creation of new technologies

6.4D.3 Describe examples of how engineers have created inventions that address human needs and aspirations.

7.4D.3 Explain how new scientific knowledge can be used to develop new technologies and how new technologies can be used to generate new scientific knowledge.

8.4D.3 Explain how creating a new technology requires considering societal goals, costs, priorities, and trade-offs.

H.4D.5 Describe how new technologies enable new lines of scientific inquiry and are largely responsible for changes in how people live and work.

H.4D.6 Evaluate ways that ethics, public opinion, and government policy influence the work of engineers and scientists, and how the results of their work impact human society and the environment.

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CHRONOLOGY OF EVENTS U.S. HISTORYSOCIAL SCIENCES, SCIENCE, AND ARTS

Grade: 8 Page 2

be ready to explain the model to others such as an elementary class studying Civil War. research and create a timeline of science and technological innovations in U.S. history.

Questions What makes an event in history significant? How could you check on the facts of the events? What major events occurred during the Civil War? Which of these facts are the most important? Why? What were society’s activities at the time of the historical events?

Implementation Time1—2 weeks. To be determined by teacher.

ResourcesBooks(2000). Call to freedom. Texas: Holt, Rinehart and Winston, a Harcourt Classroom Education

Company.Katz, William. (1993). The Civil War to the last frontier: 1850-1880’s: A history of multicultural

America. NY: Steck-Vaughn.McPherson, James. (2001). Ordeal by fire: The Civil War and Reconstruction. McGraw-Hill

Humanities/Social Sciences/Languages.Sutherland, David. (1988). The expansion of everyday life 1860-1876. Fayetteville, Arkansas:

University of Arkansas Press.

Websites American Memories websites http: / / m e m or y . loc . go v /am m e m /a m h o m e.html

Primary Sources Packets of copies of original historical materials, published by Jackdaw Publications

(P.O. Box AO3, Amawalk, New York, 10501. h t tp: / /w w w . j ac k daw .c o m / Repository of Primary Resources. A listing of over 5000 websites describing holdings

of manuscripts, archives, rare books, historical photographs, and other primary sources for the research scholar. h tt p :/ / w w w.uidaho.e d u/s p ecial - collections/ O ther.Repositorie s .ht m l

Teachers should review and evaluate the listed books and Internet sites before recommending them for student use.

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CHRONOLOGY OF EVENTS U.S. HISTORYSOCIAL SCIENCES, SCIENCE, AND ARTS

Grade: 8 Page 3

SCORING GUIDE

Students are able to

6Exemplary

5Strong

4Proficient

3Developing

2Emerging

1Beginning

Develop a timeline of major events of the Civil War.Provide a narrative of the timeline through presentation.Show connections among five aspects of society.

Section V Grades 6-8Page 135

Graphic Organizer

IMPACT OF HISTORICAL EVENTS ON SOCIETAL ACTIVITIES

Name Date MAJOR EVENTS

AND DATESART MUSIC SCIENCE ECONOMICS LITERATURE RELIGION

Graphic Organizer from DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS ODE/TAG 2003

Section V Grades 6-8Page 136

ARTS TASK Chronology of Events of U.S. History Grades 6-8

Option 1: The student will select five Civil War songs and create a poster for each that represents the issues expressed in the song. Be prepared to share and explain the posters to others. Extensions:

The student will compose a song, including music and lyrics that is focused on the Civil War and the political and/or social Issues of the era. Using a Spiritual from the Civil War era, the student will describe the social and/or political issues in the lyrics and the outcome of those issues from

the end of the war to present.Implementation Time:

Basic task: One week (presentation time will vary): Extensions: to be determined by teacher

Scoring Guide 6 5 4 3 2 1Original music represents social and/or political issues.Artwork selected is representative of social and/or political issues.

6 = Exemplary 5 = Strong 4 = Proficient 3 = Developing 2 = Emerging 1 = Beginning

Option 2: The student will create a visual model from the timeline to show connections among five of societies’ activities, e.g., art, music, science, economics, literature and/or religion. (NOTE: This is included in Sample Task Activity.)

Extension: The student will create a Ken Burns style video presentation following the events of the Civil War through the use of photos, paintings and music of the period.Implementation Time:

Basic Task: One to two weeks: Extended Task: 2-4 weeks additional time

Scoring Guide 6 5 4 3 2 1Elements from different art forms are creatively combined.Examples of appropriate art and music of the Civil War period are identified.The intended mood is created.The student’s critique, using self-selected criteria, reveals a knowledge of the arts.

6 = Exemplary 5 = Strong 4 = Proficient 3 = Developing 2 = Emerging 1 = Beginning

The ArtsStandards Addressed:

Create, Present and PerformCommon Curriculum Goal: Apply the use of ideas, techniques and problem solving to the creative process and analyze the influence that choices have on the

result.

Section V Grades 6-8Page 137

ARTS TASK Chronology of Events of U.S. History CONTINUED Grades 6-8Content Standard: Explore and describe the use of ideas, techniques and problem solving in the creative process (e.g., planning, choice of medium, choice

of tools, analysis and revision) and identify the impact of choices made.Benchmark 3: Describe the creative process used, and the effects of the choices made, when combining ideas, techniques, and problem solving to produce one's work.High School: Explain the choices made in the creative process when combining ideas, techniques, and problem solving to produce one's work, and

identify the impact that different choices might have made.

Common Curriculum Goal: Express ideas, moods and feelings through the arts and evaluate how well a work of art expresses one’s intentContent Standard: Express ideas, moods and feelings through the arts and evaluate how well a work of art expresses one’s intent.

Benchmark 3: Create, present and/or perform a work of art by controlling essential elements and organizational principles to express an intended idea, mood or feeling.

High School: Create, present and/or perform a work of art by controlling essential elements and organizational principles and describe how well the work expresses an intended idea, mood or feeling.

Common curriculum Goal: Evaluate one's own work, orally and in writing.Content Standard: Critique and communicate about one’s own work, orally and in writing.

Benchmark 3: Critique the artistic choices made in creating a work of art and their impact on the aesthetic effect, orally and in writing.High School: Critique the artistic choices made in creating a work of art and their impact on the aesthetic effect, orally and in writing.

Historical and Cultural PerspectivesCommon Curriculum Goal: Understand how events and conditions influence the arts.

Content Standard: Explain the influence of events and conditions on works of art.Benchmark 3: Distinguish the influence of events and conditions on works of art.High School Explain the influence of events and conditions on an artist's work.

Common Curriculum Goal: Understand the place of arts within, and their influence on, society.Content Standard: Explain how the arts serve a variety of person, professional, practical, economic, community, and cultural needs.

Benchmark 3: Explain how the arts serve a variety of purposes, needs and values in different communities and cultures. Explain the influence of the arts on individuals, communities and cultures in various time periods.

High School: Explain the connections among the arts, career opportunities, and quality of life in the context of personal, practical, community and cultural

needs. Explain the influence of the arts on human behavior, community life and cultural traditions.

Section V Grades 6-8Page 138

7DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS

CHRONOLOGY OF EVENTS U.S. HISTORYSOCIAL SCIENCES, SCIENCE, AND ARTS

Grade: 8

TAG NEEDS ADDRESSEDINTELLECTUALLY GIFTED⌧ Advanced Critical Reasoning

Scholarly Interaction⌧ Continuous Progress for Level and

Rate*⌧ Challenging Resources

Effecting ChangeDecision Making; Ethical Use of InfluenceLeadership Training/CareerRealistic Goal SettingRegular Interaction with Intellectual PeersSocial-Emotional Issues; Support; Coping StrategiesAdvanced Academic PlanningOpportunity for Competition/ Failures/SuccessesCreative Problem Solving with Real Problems/AudiencesPursuit of Advanced Level ResearchAdvanced Vocabulary Development

ADVANCED SOCIAL SCIENCES KNOWLEDGE/SKILLS

⌧ Advanced Critical Thinking in Social Sciences⌧ Continuous Progress/Level and Rate* in Social Sciences⌧ Challenging Social Sciences Resources⌧ Creative Problem Solving Strategies in Social Sciences

Social Sciences Advanced Vocabulary DevelopmentLeadership Training/CareerDecision Making; Ethical Use of InfluenceRegular Interaction with Talented Social Sciences PeerRealistic Goal SettingOpportunity for Competition/Failures/SuccessesAdvanced Academic Planning in Social Sciences

CAREER-RELATED LEARNING STANDARDS

FORGRADUATION

REQUIREMENTSPersonal ManagementProblem Solving

⌧ CommunicationTeamworkEmployment FoundationsCareer Development

TEACHER CHECKS THE GRADE-LEVEL/BENCHMARK LEVEL

STUDENT IS PURSUING

Math:__Grade-Level__High School/Postsecondary

English/Language Arts__Grade-Level__ High School/Postsecondary

Social Sciences Benchmark 1 Benchmark 2 Benchmark 3 High

School/Postsecondary

Science Benchmark 1 Benchmark 2 Benchmark 3 High

School/Postsecondary

The Arts Benchmark 1 Benchmark 2 Benchmark 3 High

School/Postsecondary

Student Grade

Teacher School

Date Initiated Date Completed

Check TAG Identification category: Intellectual Academic Math Academic LA

* Rate requires monitoring to ensure that the student was allowed to move ahead upon acquiring concepts.

Section V Grades 6-8Page 139

7DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS

SPACE MATHEMATICS-ALGEBRAMATHEMATICS

Grades: 6-8 Page 1

Acceleration ApproachThe standard has been accelerated by moving grade-level 6 up to the standard used for high school.

K 1 2 3 4 5 6 7 8 9 High School ⌧

Students solve problems that arise in the study of space. Emphasis is on algebra.

Task 1: Telescopes allow astronomers to make observations and compare them to cosmological theories about the age and formation of the universe. It all began when Galileo introduced the telescope in 1609: this revolutionized astronomy. In more recent times, NASA has launched space telescopes above the Earth's atmosphere so that scientists are able to see much fainter objects and thus gather much more detailed data.

1. The space telescope is able to see stars and galaxies whose brightness is only one-fiftieth of the faintest object observable from Earth. The brightness of a point source such as a star varies inversely with the square of its distance from the observer. How much further into the universe can the space telescope see compared to the ground-based telescopes?

The parsec is the astronomical unit of distance that relates to observational measurements. 1 parsec = 3.09x1013km.

2. Light (photons) travel at a rate of 2.99x 109 meters every second. A light year is the distance light travels in a vacuum in one year. How many light years are there in one parsec?

3. Because of the time it takes for light to travel from distance starts and galaxies, we see them as they were some time ago.

a. The best ground-based telescopes can see objects about 109 parsecs from our solar system. How long ago were the photons emitted that we now see when we observe such an object?

b. When the space telescope makes an observation, how far back in time will it see stars and galaxies?

MATHEMATICSGRADE-LEVEL STANDARDS

Middle School6.3.1 Use order of operations to simplify expressions that may include exponents

and grouping symbols. 7.2.5 Convert among different units of measurement to solve problems, including

rates.8.1.4 Use linear functions and equations to represent, analyze and solve problems,

and to make predictions and inferences.High School

Algebraically represent situations and solve problems involving quadratic and exponential equations, including exponential growth and decay

Solve problems using unit conversions (e.g., mi/hr to ft/sec) given the unit equivalencies.

SCIENCE6.1E.2 Describe the properties of objects in the solar system. Describe and compare

the position of the sun within the solar system, galaxy, and universe.7.2P.1 Identify and describe types of motion and forces and relate forces qualitatively

to the laws of motion and gravitation.8.2E.1 Explain how gravity is the force that keeps objects in the solar system in

regular and predictable motion and describe the resulting phenomena. Explain the interactions that result in Earth’s seasons.

H.2P.4 Apply the laws of motion and gravitation to describe the interaction of forces acting on an object and the resultant motion.

Section V Grades 6-8Page 140

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SPACE MATHEMATICS-ALGEBRAMATHEMATICS

Grades: 6-8 Page 2

Task 2: Kepler and Newton (More appropriate for HS or extremely advanced MS students)

Johann Kepler was a masterful astronomer/mathematician who derived three laws that govern the movement of the planets around the sun. Kepler's third law relates the period (time for one complete revolution) of two planets to their average distances from the sun. If we represent the periods of any two planets by T and t and their average distances from the sun by R and r, respectively, then his law may be written:

( T )2 =( R )3t r

Newton was a brilliant mathematician/physicist who developed many important laws. In fact, Newton used Kepler's third law (above) to develop the inverse square law of gravity. If two bodies are a distance r apart, then the gravitational force Fg between them is given by:

Fg=Kr2

where K is a constant that depends on the masses of the two bodies. Follow these steps to do what Newton did: derive the law of gravity using Kepler's third law:

Step 1: Start with Kepler's third law. Assume you know the values of t and r. Replace them with a constant

A, so that ( T )2 = ( R )3is in the form: T2=AR3 What is the value of A?t r

Step 2: Assume the planets move in a circular orbit. Remember that velocity is distance divided by time. Find the velocity of a planet moving in a circular orbit of radius r with a period of T.

Step 3: Why don't the planets stay in orbit rather than flying off into space? Because the gravitational pull from the sun keeps them in their orbits. For a body of mass m moving in a circular path of radius r, the inward (centripetal) force that keeps them in a circle is given by

F= mv 2 R

Use your expression from Step 2 to write F in terms of m, R and T.

Step 4: Use the formula from part 1 to express the force as

Fg=Kr2

What is the value of K?

Section V Grades 6-8Page 141

7DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS

SPACE MATHEMATICS-ALGEBRAMATHEMATICS

Grades: 6-8 Page 2

SOL

UT

ION

S

Section V Grades 6-8Page 142

7DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS

SPACE MATHEMATICS-ALGEBRAMATHEMATICS

Grades: 6-8

TAG NEEDS ADDRESSEDINTELLECTUALLY GIFTED⌧ Advanced Critical Reasoning

Scholarly Interaction⌧ Continuous Progress for Level and

Rate*Challenging ResourcesEffecting ChangeDecision Making; Ethical Use of InfluenceLeadership Training/CareerRealistic Goal SettingRegular Interaction with Intellectual PeersSocial-Emotional Issues; Support; Coping StrategiesAdvanced Academic PlanningOpportunity for Competition/ Failures/SuccessesCreative Problem Solving with Real Problems/AudiencePursuit of Advanced Level ResearchAdvanced Vocabulary Development

ACADEMICALLY TALENTED MATH⌧ Advanced Critical Thinking in Math⌧ Continuous Progress/Level and Rate* in Math

Challenging Math ResourcesCreative Problem Solving Strategies in MathMath Advanced Vocabulary DevelopmentLeadership Training/CareerDecision Making; Ethical Use of InfluenceRegular Interaction with Talented Math PeersRealistic Goal SettingOpportunity for Competition/Failures/SuccessesAdvanced Academic Planning in Math

CAREER-RELATED LEARNING STANDARDS

FORGRADUATION

REQUIREMENTSPersonal Management

⌧ Problem SolvingCommunicationTeamworkEmployment FoundationsCareer Development

TEACHER CHECKS THE GRADE-LEVEL/BENCHMARK LEVEL

STUDENT IS PURSUING

Math:__Grade-Level__High School/Postsecondary

English/Language Arts__Grade-Level__ High School/Postsecondary

Social Sciences Benchmark 1 Benchmark 2 Benchmark 3 High School/Postsecondary

Science Benchmark 1 Benchmark 2 Benchmark 3 High School/Postsecondary

The Arts Benchmark 1 Benchmark 2 Benchmark 3 High School/Postsecondary

Student Grade

Teacher School

Date Initiated Date Completed

Check TAG Identification category: Intellectual Academic Math Academic LA

* Rate requires monitoring to ensure that the student was allowed to move ahead upon acquiring concepts.

Section V Grades 6-8Page 143

7DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS

PROBLEM SOLVING WITH AREASMATHEMATICS

Grades: 6-8 Page 1

Acceleration ApproachThe standard has been accelerated by moving grade-level 6 up to the standard used for high school.

K 1 2 3 4 5 6 7 8 9 High School ⌧

Task Demand 1: Problem solving with Areas

All the energy to meet needs on earth, whether the energy is natural or synthetic, ultimately comes or has come from the Sun. Solar cells convert the energy of sunlight directly into electrical energy. For each square centimeter of solar cell in direct overhead sunlight, about 0.01 watt of electrical power is available.

1. A solar cell in the shape of a regular hexagon is required to deliver 15 watts. Find the minimum length of a side.

2. Solar cells may be mounted on the side of satellites to provide a power source. The cells are made in various shapes to use most of the lateral area of the satellites. A certain circular cell with radius r will produce 5 watts. Two equivalent cells are made, one being a square with sides s and the other an equilateral triangle with sides p. Find r in terms of p and also in terms of s.

s pr

MATHGRADE-LEVEL STANDARDS

Grades 6-86.3.2 Understand the meaning of probability and represent probabilities as ratios, decimals,

and percents. 7.2.5 Convert among different units of measurement to solve problems, including rates.7.3.4 Use models to explain the reasonableness of formulas for the surface area of pyramids

and cylinders, and volume of pyramids, cylinders, and cones.7.3.6 Solve problems involving surface areas of pyramids and cylinders and volumes of

pyramids, cylinders, and cones. 7.3.7 Estimate and compute the area and volume of complex or irregular shapes by dividing

them into basic shapes. 8.2.5 Describe the strengths and limitations of a particular statistical measure, and justify or

critique its use in a given situation. 8.3.5 Apply the Pythagorean Theorem to find distances in a variety of 2- and 3-dimensional

contexts, including distances on coordinate graphs. 8.3.6 Use models and referents to explore and estimate square roots.High School Develop and use strategies and formulas for calculating surface area and volume of cones and

spheres. Use formulas to solve problems involving finding missing dimensions given perimeter, area,

surface area and volume of polygons, circles, prisms, pyramids, cones, cylinders, and spheres. Determine the surface area and volume of a complex figure composed of a combination of two

or more geometric figures or a figure derived from a regular solid (e.g., hemisphere, frustum of a cone).

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PROBLEM SOLVING WITH AREASMATHEMATICS

Grades: 6-8 Page 2

Section V Grades 6-8Page 145

Section V Grades 6-8Page 146

7DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS

PROBLEM SOLVING WITH AREASMATHEMATICS

Grades: 6-8 Page 3SO

LU

TIO

NS

Section V Grades 6-8Page 147

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PROBLEM SOLVING WITH AREASMATHEMATICS Grades: 6-8 Page 4

Section V Grades 6-8Page 148

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PROBLEM SOLVING WITH AREASMATHEMATICS

Grades: 6-8 Page 1

TAG NEEDS ADDRESSEDINTELLECTUALLY

GIFTED⌧ Advanced Critical Reasoning

Scholarly Interaction⌧ Continuous Progress for Level

and Rate*Challenging ResourcesEffecting ChangeDecision Making; Ethical Use of InfluenceLeadership Training/CareerRealistic Goal SettingRegular Interaction with Intellectual PeersSocial-Emotional Issues; Support; Coping StrategiesAdvanced Academic PlanningOpportunity for Competition/ Failures/SuccessesCreative Problem Solving with Real Problems/AudiencePursuit of Advanced Level ResearchAdvanced Vocabulary Development

ACADEMICALLY TALENTED MATH⌧ Advanced Critical Thinking in Math⌧ Continuous Progress/Level and Rate* in Math

Challenging Math ResourcesCreative Problem Solving Strategies in MathMath Advanced Vocabulary DevelopmentLeadership Training/CareerDecision Making; Ethical Use of InfluenceRegular Interaction with Talented Math PeersRealistic Goal SettingOpportunity for Competition/ Failures/SuccessesAdvanced Academic Planning in Math

CAREER-RELATED LEARNING STANDARDS

FORGRADUATION

REQUIREMENTPersonal Management

⌧ Problem SolvingCommunicationTeamworkEmployment FoundationsCareer Development

TEACHER CHECKS THE GRADE-LEVEL/BENCHMARK LEVEL

STUDENT IS PURSUING

Math:__Grade-Level__High School/Postsecondary

English/Language Arts__Grade-Level__ High School/Postsecondary

Social Sciences Benchmark 1 Benchmark 2 Benchmark 3 High School/Postsecondary

Science Benchmark 1 Benchmark 2 Benchmark 3 High School/Postsecondary

The Arts Benchmark 1 Benchmark 2 Benchmark 3 High School/Postsecondary

Student Grade

Teacher School

Date Initiated Date Completed

Check TAG Identification category: Intellectual Academic Math Academic LA

* Rate requires monitoring to ensure that the student was allowed to move ahead upon acquiring concepts.