NCDPI – AIG Instructional Resource: Background Information

Resource Title: Where Do I Fit in the Village? – A Portrait of My Place in the World
Subject Area/Grade Level (s): English Language Arts / Grade 3 / Time Frame: Five to seven 45-minute class periods
Common Core/Essential Standard Addressed:
RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
RI.3.6 Distinguish their own point of view from that of the author of a text.
RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic.
W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
a.  Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
b.  Develop the topic with facts, definitions, and details.
c.  Use linking words and phrases (e.g., also, another, and, more, but, etc.) to connect ideas within categories of information.
d.  Provide a concluding statement or section.
W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
Additional Standards Addressed:

Social Studies

G.3.1.5 Summarize the elements (cultural, demographic, economic & geographic) that define regions (community, state, nation & world).
C.3.1.1 Compare languages, foods & traditions of various groups living in local and regional communities.
Brief Description of Lesson/Task/Activity: This activity for gifted learners might serve as a culminating activity of part of a larger social studies unit or an English language arts unit centered on the concept of culture. Students will take part in close readings of a variety of fiction (folktales, myths, historical fiction, etc.) and non-fiction (informational books, reference books/materials, maps, magazines articles, original documents, websites, etc.) throughout the unit. The whole-group reading of the texts should include independent reading, read aloud, literature circle groups, teacher conferences regarding comprehension, and other activities designed to engage all learners in high-level thinking about the texts. Research skills must be explicitly taught, as well. Students need to be taught how to efficiently & effectively search for information. A variety of research tasks throughout the unit should provide students the experience they need to develop as independent researchers such as how to utilize indexes, tables of contents, and other text features in addition to key words, sidebars, & hyperlinks when searching for information digitally. Students must be taught how to assess the credibility of what they find online, how to paraphrase information, and accurately cite their sources.
In this activity, gifted learners would work individually to close read both If America Were a Village – A Book about the People of the United States and If the World Were a Village – A Book about the World’s People by David J. Smith. As they read, they will pay attention to the different sections of the books (e.g., - nationalities, religions, languages, etc.) and take notes on what applies to them/where they fit in regard to that topic/category, thus comparing & contrasting where they stand when considering their place in America & their place in the world. They will then work to create a “self portrait” by crafting their research into a portrait that conveys who they are in America, in the world, and in their own head & heart and present that information to the class.
Type of Differentiation for AIGs (include all that apply): x Enrichment x Extension x Acceleration
Adaptations for AIGs: x Content x Process x Product
Explanation of How Resource is Appropriate for AIGs: This is a great activity for gifted learners, as it requires several layers of complexity: Students are extending a huge concept (culture) to themselves directly, considering several different variables (who they are/where they fit in America, the world, and in their own heart/mind). Integration with the arts works well with advanced students, even those who are not advanced in the arts, and the fact that students must work independently to create a “self-portrait” that conveys the information they uncover in their research adds an unexpected element to the activity, which requires the highest level of Bloom’s taxonomy…creating. Finally, the activity forces them to identify big picture patterns or connections between themselves and the world and gives them the opportunity to confront the statistics by analyzing who they believe they truly are & their place in life.
Needed Resources/Materials:
·  Copies of If the World Were a Village – A Book About the World’s People by David J. Smith
·  Copies of If America Were a Village – A Book About the People of the United States by David J. Smith
·  Internet Access
·  Computer
·  Art materials (poster board, magazines, chalk, markers, paint, etc.)
Sources: NA
TEACHER NOTES: In addition to research skills, speaking & listening skills must be directly taught as well. Students must learn how to present information that is relevant to the assigned task and do so in a way that is engaging (making eye contact, tone & inflection of voice, connecting with the audience), clear (pronunciation, enunciation, volume of voice), and easy to hear & understand. They also must learn to be good listeners, keeping their eyes on the speaker, staying focused, asking questions at appropriate times, and offering constructive criticism and compliments.

NCDPI AIG Curriculum Resource Outline

STAGE ONE: ENGAGE
Day One
·  Teacher asks students who he/she is (the teacher) & records student responses… (e.g., male/female, teacher, race, a grown-up, a wide variety of answers may ensue, so prepare yourself…J ). Class discusses whether the ideas the students’ give really are who the teacher is, or just descriptors, or the way they view the teacher at school, or as a grown-up, formed by society, etc.
·  Teacher then posts a teacher-created portrait of him/herself that tells who they are/their place in America, in the world, and in their own heart & mind …it can be a collage, drawing, online poster, silhouette, etc.
·  Class discusses the portrait – whether the portrait shows any of the ideas the class mentioned in their initial brainstorm, any different or surprising information discovered in the portrait, why the teacher chose to convey the information in the portrait in the way they did, and whether others in America or the world would view the teacher in the same way & why/why not that might be the case.
·  Teacher tells the class that who we are is made up of many different facets and that others often view us differently due to their own perceptions & experiences…within our own country and within our world, as well, and while our environment definitely impacts who we are, it’s certainly not the only factor.
·  Teacher explains that students will learn how they fit into these larger contexts (America & the world) and how they/their identity might be viewed because of this…comparing and contrasting the two. After their research, the students will then compare the information they gather to who they feel they are in their heart and mind, again looking for similarities and differences and form their research into a self-portrait of their own.
·  Students begin close reading of If America Were a Village – A Book About the People of the United States
·  As they read, students will sort the information that is applicable to them into the related topics/categories on a graphic organizer. (See attached document.)
·  Teacher circulates; answering questions, giving guidance, and making sure students are on the right track.
STAGE TWO: ELABORATE
Day 2
·  Students finish close reading of If America Were a Village – A Book About the People of the United States if necessary.
·  Students begin close reading of If the World Were a Village – A Book About the World’s People, again taking notes on where they fit into each category/topic…sorting the information into their graphic organizer.
Day 3
·  After students have completed their research using the two books, they can then double-check their research/numbers online.
·  Students will then begin to compare and contrast the information they’ve recorded from each book to form sentences/statements that relate to them. (e.g., I am Christian. In America, the majority of people are Christian…around 82%. However, in the world only 32% of the people are Christian, which means 68% aren’t and, as a Christian, I’m in the minority.) They will do this for each category listed on their graphic organizer.
·  After writing statements about who they are/their place in both America & the world, students can then write statements about who they feel they are in their heart and mind. (e.g. – I am a dog-lover. I am a sister. I am an athlete. I am an author. … )
·  Students finish writing the statements about who they are that they’ll use as a guide/reference point in the creation of their self-portrait.
·  Students will then draw a design plan for their portrait. The following things will need to be taken into account in the creation of their portrait:
a.  How they will represent their body - It can be whatever they like – just their head and shoulders, full body traced & cut out, a silhouette of their profile, just their heart…however they see themselves.
b.  How they’re going to display the separate categories of information (who they are according to America, the world, and themselves) – divide the picture into thirds, color code the information and place it throughout the portrait, use their own opinion as to the category’s importance/accuracy to choose the display size for that category of information, etc.
c.  How they’re going to display the specific statements they created – Typing them into a paragraph for each category, using a fun, colorful font; creating little bullets that they’ll place throughout the portrait; using no words at all in the portrait and instead writing/typing the information into a brief report/essay to be displayed next to their portrait, etc.
·  Students will then conference briefly with the teacher…to discuss their design plan and get the materials they need.
·  If time allows, students may begin their portrait.
Days 5 & 6
·  Students work on their portrait.
Day 7
·  Students finish up their portrait.
·  Students practice presenting their portrait to a peer – paying careful attention what they say and how they say it, speaking clearly and at an understandable pace.
·  Students present their self-portrait to the class.
STAGE THREE: EVALUATE
The students’ self-portraits should be evaluated based on the following criteria using either a rubric or a checklist. Students can also complete a self-evaluation of their work using the same criteria.
·  Statement of purpose/focus: The main idea of the self-portrait is clearly stated and strongly maintained throughout the piece (i.e.- addresses the student’s place in America, the world (according to information discovered in If America Were a Village – A Book About the People of the United States & If America Were a Village – A Book About the People of the United States) and his or her own heart and mind).
·  Organization: The self-portrait has a clear & effective organizational structure (possibly color-coding, division of the portrait into thirds, or a traditional essay accompanying the portrait) with a logical progression of ideas from beginning to end & a clear purpose.
·  Elaboration of evidence: The self-portrait provides thorough and convincing support/evidence for the main idea that includes the effective use of sources, facts & details (statements comparing and contrasting the cultural, demographic, economic, & geographic information recorded for each category of their graphic organizer, as found in If America Were a Village – A Book About the People of the United States & If America Were a Village – A Book About the People of the United States & their own experiences, thoughts, & feelings).
·  Language and Vocabulary: The portrait clearly and effectively expresses ideas, using precise language, appropriate for the audience and purpose. Visual aids (the portrait itself & accompanying illustrations, photos, etc.) aid the reader’s comprehension.
·  Conventions: The portrait demonstrates a strong command of conventions – few errors in usage and sentence formation, effective and consistent use of punctuation, capitalization and spelling.
·  Piece shows creativity, effort/student’s best work…student’s voice shines through.
·  Presentation: Student’s presentation not only incorporates the above information, but student also speaks clearly at an understandable pace.
TEACHER NOTES: NA

PUBLIC SCHOOLS OF NORTH CAROLINA State Board of Education | Department of Public Instruction AIG ~ IRP Academically and/or Intellectually Gifted Instructional Resources Project