1. Creating a Story By: Mrs. Smith

2. 2 New Assignment Create a short story (must be 2 to 3 pages) from the information on the slip of paper 1 st word: The relationship of your characters 2 nd word: The emotions between them 3 rd word: Setting of your story 4 th word: The weather taking place

3. Today’s Activity Freewrite on the given topic for 5 minutes Then complete story map for your chosen topic 3

4. What is wrong with this lesson? 4

5. Differentiated Curriculum and Instruction Differentiation- provides a process that allows teachers to better serve both gifted students and the rest of the class Based on needs, strengths, learning styles, and interests of individual students so all students have the potential to learn at their full potential 5 Delisle, J., & Lewis, B.

6. How Teachers Can Modify Instruction Regular Classroom Students Content: curricular materials (facts, ideas, generalizations, theories, principles, etc.) Process: teacher’s instructions, learning styles, and strengths of students Product: outcome of instruction; student’s response to learning Gifted Classroom Students Content: basic curriculum, but beyond in depth and complexity Process: Add research or analysis and foster creative and critical thinking Product: let the student dictate the product of choice beyond tests and quizzes 6 Delisle, J., & Lewis, B.

7. Several Qualities Needed in Classroom Teachers Flexibility- so that shifts of ideas can safely take place Fluency- so that students can have many choices and generate large numbers of answers Elaboration- so that students can improve, embellish, or add to an idea Curiosity- so that students can continue to pursue depth in their study 7 Delisle, J., & Lewis, B.

8. Several Qualities Needed in Classroom Teachers Originality- so that students can generate an unique product or experience Abstraction- so that students can work with unique problems or ambiguity Risk taking- so that students can push the boundaries and stretch their imaginations Complex thinking- so that students can meet more difficult challenges and develop problem-solving skills 8 Delisle, J., & Lewis, B.

9. Steps in Differentiating Instruction for the Gifted 1 st Step: Select an Overarching Theme (Ex: Short Stories) 2 nd Step: Webbing the Units 9 Tucker, B., & Hafenstein, N.

10. Gifted in the Regular Classroom Benefits Students interact with other kids their age Grouping students help recognize their own unique gifts and appreciate others Social stigma of being labeled gifted is lessened Eliminates added homework if in a separate classes If put in separate classes, they experience elitism 10 Delisle, J., & Lewis, B.

11. New Assignment Create a short story based on the 4 numbers drawn Put in order of first one drawn to last –1 st Word: the relationship in story –2 nd Word: the emotions in the story –3 rd Word: the setting of your story –4 th Word: the weather 11 Everly, J., & Weaver, C.

12. Pick-A-Story RelationshipEmotionSettingWeather 0. child/petloveseashorethunderstorm 1.parent/childhopemountainssnow 2. brother/sisterangerforestice 3.Three friendsfearbig cityfog 4.Divorced parentslonelinessranch/farmhot and humid 5.Boyfriend/girlfriendsadnessislandcrisp & cold 6.Total strangersguiltrainforestgentle rain 7.Grandparent/childembarrassmentforeign countrycloudy 8.Three classmatesdespairdesertspring-like who are not friends 9. Stepparent/childjoysmall townnatural disaster 12 Everly, J., & Weaver, C.

13. Example of My Short Story Numbers 1-6-9-4 I am writing about a child/pet relationship and the guilt they are feeling in a small town where it is extremely hot 13

14. Criteria for Your Short Story Use any Pre-Writing Technique Follow Story Map Be Creative! After finishing your short story, create an unique cover design and incorporate three illustrations into the bodies of your story 14

15. Extension Activities for Gifted Students Have them put themselves in their short story –Ex: They can be the brother in the brother/sister relationship 15

16. Assessment Present short stories and illustrations to class Discuss the emotions each of their characters were experiencing in their story and how they too experience these same emotions 16

17. Why This Lesson? Students have choices Attention paid to social and emotional side Art promotes affective development Feelings drive thinking –“We feel, which in turn, encourages cognitive brain activity.” 17 VanTassel-Baska, J., Cross, T., & Olenchak, F.

18. References Delisle, J. & Lewis, B. (2003). The survival guide for teachers of gifted students. Minneapolis, MN: Free Spirit Publishing Inc. Everly, J. & Weaver, C. (1999). 21 projects for self discovery and celebration. San Luis Obispo, CA: Dandy Lion Publications Neihart, M., Moon, S., Reis, S., & Robinson, N. (2002). Social and emotional issues for exceptionally intellectually gifted students, The social and emotional development of gifted children (pp.19-29). Washington, D.C.: Prufrock Press, Inc. Tucker, B., & Hafenstein, N. (1997). An integrated-thematic curriculum for gifted learners. Roeper Review, 19(4), 196. Retreived from http://ebscohost.com.http://ebscohost.com VanTassel-Baska, J., Cross, T., & Olenchak, F. (2009). Affective curriculum and instruction for gifted learners, Social- emotional curriculum with gifted and talent students (pp.113- 127). Waco, TX: Prufrock Press, Inc. 18