District Overview
The Gifted program prepares students for active and imaginative intellectual life by fostering analytical and critical thinking as well as self-expression and reflection. In the elementary years, students learn to apply logic, reasoning and analysis. This focus on questioning transitions into personalizing a method for inquiry. Student interests and modes of working are nurtured as students become more aware of their knowledge development. In the middle school years, students explore world cultures, mythology, communication, research, and metacognitive skills while building an awareness of the humanities.In the high school years, students will follow Socrates’ dictum that “the unexamined life is not worth living” by engaging in seminars that focus on philosophical theory and analysis of literary and visual texts.All in all, instruction is designed to meet their individual needs.
Gifted Kindergarten Description
The Kindergarten course begins with an introduction to logic for problem-solving. Logic will be applied in tandem with modeling of a linear, methodical process.Pattern analysis, cause and effect and syllogisms will be utilized. Next, the student will be introduced to the concept of making connections between things and ideas through discussions integrating geography and map skills and scientific literacy with identified areas of student interest. These discussions will loop back to foster reasoning skills, skills that will be paramount to later applications. Additionally, self-regulation will be coached encouraging scholastic engagement and basic computer literacy skills the student can apply, to support academic curiosity.
Grade KindergartenUnits:
  • Unit 1: Introduction to Logic
  • Unit 2: Introduction to Computer Literacy and Research Skills
  • Unit 3: Map Skills and Geographic Literacy
  • Unit 4: Literature and Technology

Subject: Gifted / Grade: Kindergarten / Suggested Timeline: Ongoing: Full year; 2 semesters
UnitTitle:
Unit 1: Introduction to Logic
Unit Overview/Essential Understanding:
What is logic and how can we use it to predict and explain a valid outcome? How do we determine validity?
Introduction to logic as a problem solving method:
Begin with visual analysis of patterns, numbers and colors then transfer skills to language application gradually to ultimately construct and defend conclusions bydefining what makes an outcome plausible vs. unlikely.
Unit Objectives:
  • Construct and defend expectations and conclusions by defining what makes an outcome plausible vs. unlikely; Valid vs. Invalid

Focus Standards Addressed in this Unit:
  • CC.2.2.4.A.4 Generate and analyze patterns using one rule
  • CC.2.3.3.A.1 Identify, compare, and classify shapes and their attributes
  • CC.1.4.2 D-Group information and provide a concluding statement
  • CC.2.3.K.A.1 Identify and describe two- and three-dimensional shapes
  • CC.8.6.6-8.E. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently

Important Standards Addressed in this Unit:
  • CC.1.1.2 E-Read with accuracy and fluency to support comprehension

Misconceptions:
  • If information is presented in print or on the internet it is reliable, factual and should be accepted as reasonable.

Concepts/Content:
  • Sequential Order; Patterns and Relationships
  • Valid vs. Invalid Constructs
  • Using logic to Defend an Outcome
/ Competencies/Skills:
  • Draw plausible and defensible conclusions
  • Apply Logic and Reasoning to Investigations
  • Create an Expectation and Explain an Outcome
  • Apply logic and linear thinking to Research and Discussion
/ Description of Activities:
  • Worksheets to Model Logic Skills
  • Discussion
  • Logic Games to Model Sequential Logic Skills
  • Application to Scientific Inquiry
  • Application to Geography and Research
  • Modeling of a brief research inquiry using books and the internet. Construct and defend an outcome.

Assessments:
  • Checklists, skills activities and game performance to compile evidence of proficiency in targeted skills
  • Rubric to assess culminating project
  • Written summary of brief research as evidence of proficiency in related skills

Interdisciplinary Connections:
Geography and Map Skills
Science
Technology
Math Logic
Research methodology / Additional Resources:
  • Prufrock Press Logic Liftoff
  • Thinking About Time Book 1; The Critical Thinking Co.
  • Lollipop Logic Grades K-2;Prufrock Press
  • Logic Safari Book 1;Prufrock Press
  • Logic Links Game
  • Rush Hour
  • Safari Rush Hour
  • Snap Card Game
  • “Set” Game and

Subject: Gifted / Grade: Kindergarten / Suggested Timeline: 7.5-8 Weeks with Ongoing Application
Unit Title:
Unit 2: Introduction to Computer Literacy and Research Skills
Unit Overview/Essential Understanding:
Introduction to Research Related Skills:
  • How to search atopic to get the desired results and use skills to create a physical product as evidence of proficiency.

Unit Objectives:
Introduction to Research Related Skills:
  • How to navigate a search engine page
  • How to Broaden or Narrow a search topic to get the desired results
  • How to Locate, save, summarize, edit and publish internet sourced content
  • How to determine essential information
  • How to create a Word® or Google® document

Focus Standards Addressed in this Unit:
  • CC.1.4.2.U With guidance and support, use a variety of digital tools to produce and publish writing including in collaboration with peers

Important Standards Addressed in this Unit:
  • CC.1.4.2.L Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling

Misconceptions:
  • If I can’t find desired information or images on an initial investigation, they must not exist.
  • I need to find internet source material in the exact form and size I need, in order to use it for a specific purpose.

Concepts/Content:
  • Locating appropriate internet source material
  • Saving and editing content and images from its source to an edited document
/ Competencies/Skills:
  • Navigating a Search Engine; Search text box vs. URL
  • Access specific information with support
  • Create and modify a Word®or Google® document
  • Copy and Paste from the Internet
/ Description of Activities:
  • Create a Word® or Google® Doc
  • Copy and Paste from the Internet
  • Apply Technology to Investigating a Topic of Interest and Create a Book as evidence of basic skills in computer literacy and research

Assessments:
Checklists to compile evidence of proficiency in targeted skills
Rubric to assess culminating product; a book, as evidence of proficiency in related skills
Interdisciplinary Connections:
Language Arts / Additional Resources:
  • Books and the Internet
  • “How to Copy and Paste” Document
  • Teacher created resources

Subject: Gifted / Grade: Kindergarten / Suggested Timeline: 7.5-8 Weeks
Unit Title:
Unit 3: Map Skills and Geographic Literacy
Unit Overview/Essential Understanding:
What can we learn from maps? How can we use maps to determine information of geography? How can we use maps to determine the answer to a question related to geography?
Unit Objectives:
  • Learn what information maps provide in terms of physical features of land, location, scale, direction and climate
  • Distinguish differences between various land areas; states, countries and continents
  • Distinguish political vs. physical boundaries
  • Identify symbols, markings and a map key as distinguishing marks used to denote information
  • Use maps for a specific task, to answer a question

Focus Standards Addressed in this Unit:
  • 7.2.3.A-Identify the physical characteristics of places and regions
  • 7.1.3.A-Identify how basic geographic tools are used to organize and interpret information about people, places and environment
  • CC.1.4.3.U With guidance and support, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others
  • CC.1.4.3.V Conduct short research projects that build knowledge about a topic
  • CC.8.6.6-8.E. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently

Important Standards Addressed in this Unit:
  • CC.1.4.2.V Participate in individual or shared research and writing projects

Misconceptions:
  • There is no difference between land areas of a map; states and counties; countries and continents.
  • Weather and climate are not affected by global position.

Concepts/Content:
  • What can maps tell us?
  • What can we learn about land features from maps?
  • Calculating distance on a map
  • Using maps to infer
/ Competencies/Skills:
  • Differentiate among land areas; Continents, Countries, States
  • Use maps for factual data
  • Use maps to infer and inform
  • Use maps to answer a question
/ Description of Activities:
  • Use a variety of maps to answer a question such as: What can we learn from the geologic time scale and maps? Apply to discussion of dinosaur extinction. Substitute a relevant alternate topic to meet student interest if necessary.Conduct an Investigation and collect data on a graphic organizer. Use data to construct a summary of ideas in a logical, sequential order to explain a conclusion, based on information from maps and developed through discussion.

Assessments:
  • A rubric to assess the targeted skills associated with using maps to answer questions.
  • Rubric to assess written summary in a logical and sequential order to support thinking and make connections to information provided through maps and the application of logic.

Interdisciplinary Connections:
Geography
Communication Skills; Speaking and Writing
Computer/Technology Skills
Science: Geology; Climate / Additional Resources:
  • US Maps
  • World Maps
  • Atlases; Globe
  • Internet resources and images
  • Graphic Organizers
  • Books

Subject: Gifted / Grade: Kindergarten / Suggested Timeline: 7.5 Weeks
Unit Title:
Unit 4:Literature and Technology
Unit Overview/Essential Understanding:
Students will begin to identify basic literary elements and apply them to writing and publishing a book using previously developed skills.
Unit Objectives:
By the end of this unit students will:
  • create a short story incorporating literary elements chosen through a flip-book story starter
  • identify characters and create attributes to characters, identify a setting and determine a simple plot development
  • publish their story using technology and illustrate their work using a copy/paste method from internet sources, to develop skills in navigating a search and the creation of a document, with modeling and support

Focus Standards Addressed in this Unit:
  • CC.1.4.3.O Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations
  • CC.1.4.3.N Establish a situation and introduce a narrator and/or characters
  • CC.1.4.3.T With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing
  • CC.1.4.3.U With guidance and support, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others

Important Standards Addressed in this Unit:
  • CC.8.6.6-8.C. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience

Misconceptions:
  • Writers use a random “stream-of-consciousness” approach to their craft and just happen to be very skilled in creating logical transitions.

Concepts/Content:
  • Introduction to Literary Elements
  • The Writing Process; Following a Structure for Writing Fiction
/ Competencies/Skills:
  • Identify basic literary elements of literature
  • Write a simple short story with introduction of characters, simple plot structure and conclusion
  • Illustrate a document version of the short story using internet sources
/ Description of Activities:
  • Assignment: Write a Short Story; Illustrate and Publish using Technology

Assessments:
  • Assessment: Rubric to Assess Targeted Skills of Identification of Basic Literary Elements
  • Rubric to Assess Targeted Skills of Successful Application of a Modeled Structure to Create a Short Story

Interdisciplinary Connections:
Technology Integration / Additional Resources:
  • Template for writing
  • Graphic organizers
  • Visual presentation of the structure for fictional writing