MIME-Version: 1.0 Content-Type: multipart/related; boundary="----=_NextPart_01CA305C.5D304750" This document is a Single File Web Page, also known as a Web Archive file. If you are seeing this message, your browser or editor doesn't support Web Archive files. Please download a browser that supports Web Archive, such as Microsoft Internet Explorer. ------=_NextPart_01CA305C.5D304750 Content-Location: file:///C:/4D1D3A50/PGD09-10.htm Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset="us-ascii" Phelps Center for Gifted Education

Phelps Center for Gifted Education

Gifted Program Curriculum

 

Unit = Title:   

     PGD

Grade= :  

     Three

Durat= ion:  

    Twenty-eight  weeks

Unit Rationale:   

     The Personal and Group Dynamics<= /u> class is a very important part of the WINGS day.  This hour, specifically allotted= to Affective Education, is a part of a comprehensive curriculum designed to = meet the needs of gifted children.  Linda Silverman, author of Counseling the Gifted and Talented, = and Nicholas Colangelo, a contributing author, define the following goals whi= ch provide the framework for our Affective curriculum for gifted children. G= oals include:

          * Understand what being gif= ted means

* Develop strategies to strengthen personal capabilities<= /p>

        = ;  * Develop an awareness of and gain insights into interactions

        = ;           between self and others and life skills

Skills include:

·     &nbs= p;  Interacting with others

·     &nbs= p;  Group Dynamics

·     &nbs= p;  Conflict Resolution=

·     &nbs= p;  Strategies to Enjoy the Present<= /o:p>

·     &nbs= p;  Personal Definition of “Gifted”

·     &nbs= p;  Analyze Personal Learning and Thinking Styles

·     &nbs= p;  Develop Decision Making Skills

·     &nbs= p;  Strategies to Articulate Feelings

·     &nbs= p;  Strategies to Deal with Perfectionism= and Procrastination

·     &nbs= p;  Strategies to Deal with Stress

·     &nbs= p;  Identify and Develop Strategies for Dealing with Self and Others’ Expectations

·     &nbs= p;  Making and Keeping Friends=

·     &nbs= p;  Understanding the Impact of Learning = and Thinking Styles on Interpersonal Relationships in the School Setting=

·     &nbs= p;  Recognize Ethical Behaviors

·     &nbs= p;  Short Term and Long Term Goals for Personal Growth

·     &nbs= p;  Develop  Awareness and Understanding of Self-Efficacy

·     &nbs= p;  Recognizing Need for Service to Other= s

·     &nbs= p;  Understanding Family Responsibilities=

·     &nbs= p;  Develop Awareness of Gender Issues

·     &nbs= p;  Understanding Family Responsibilities=

·     &nbs= p;  Understanding Adult Perspectives=

·     &nbs= p;  Recognizing Personal Capabilities

·     &nbs= p;  Strategies to Deal with Peer Group Is= sues

·     &nbs= p;  Develop Awareness and Understanding of Self-Efficacy

Measurable Lea= rner Objectives:    

Each student in t= he class will be expected to successfully complete the following:

-Practic= e the group dynamic skills in a several settings throughout the year, including= incorporating Kagan’s STOP HACC conflict resolution strategy.

Show-= Me Standards:

     Knowledge:

       &nbs= p;  Communication Arts:  = 1,2, 3, 5, 6, 7

       &nbs= p;  Health/P.E:  7

     Performance= :

       &nbs= p;  1.5, 1.7, 1.9, 1.10

       &nbs= p;  2.1, 2.2, 2.3, 2.5

       &nbs= p;  3.3, 3.4, 3.5, 3.7

       &nbs= p;  4.4, 4.5, 4.6, 4.7, 4.8

Distr= ict Goals/Objectives/Grade Level Expectations:

     CA: Information Literacy, 2.A.4

     CA: Listening = and Speaking, 1.A.6

     CA: Listening = and Speaking, 1.B.7

     CA: Listening = and Speaking, 2.A.5

     CA: Listening = and Speaking, 2.B.5

Instructional Strategies:

     Variety of Tea= ching Techniques May Include:

        = ;  -Team Building

        = ;  -Kagan Model Cooperative Structures

       &nbs= p;  -Class Discussion

       &nbs= p;  -Role Playing

        = ;  -Creative Thinking

        = ;  -Demonstration

        = ;  -Higher Level Thinking

        = ;  -Individual Work

        = ;  -Lecture

        = ;  -Media Presentations

        = ;  -Multi-Sensory Art Activities

        = ;  -Teacher-Directed Instruction (Computer Technology)

  =       -Literary Analysis

        = ;  -Field Trip

        = ;  -Designing of Original Art Projects

-Guest Speakers

          -Video Presentations=

Assessment(s)<= /span>:

     The teacher wi= ll evaluate class participation, teacher interaction and student response. T= he teacher will individually assess each student to understand of concepts b= eing taught.

 =

       &nbs= p; -Take a PGD group dynamic evaluation performing a common task at t= he beginning and end of the 3rd grade.

&nb= sp;

Resou= rces:

-Psychology for Kids, by Jonni Kincher

-Psychology for Kids, II by J= onni Kincher

-Thinking, Feeling, Behaving,= by Ann Vernon

-Cooperative Learning, by Spe= ncer Kagan

-Character Building Activities for Ki= ds, by Darlene Mannix

-The 17 Essential Qualities of a Team Player, by John C. Maxwell

-Various Literary Selections

-Internet

-Library

        = ;  -Guest Speakers

        = ;  -Excerpts from Videos/Movies

 

------=_NextPart_01CA305C.5D304750 Content-Location: file:///C:/4D1D3A50/PGD09-10_files/header.htm Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset="us-ascii"

 

Choat/Marler

2009/2010

 

 

 

 

------=_NextPart_01CA305C.5D304750 Content-Location: file:///C:/4D1D3A50/PGD09-10_files/filelist.xml Content-Transfer-Encoding: quoted-printable Content-Type: text/xml; charset="utf-8" ------=_NextPart_01CA305C.5D304750--