Interdisciplinary:

Dreams & The Power of the Mind

2008-2009

Developed By:  Suzanne U. Ingram

  Concept:  Power

  Grade Level/Subject/Intended Population:  Fifth Grade Gifted students in Chesapeake, Virginia, from a variety of socio-economic backgrounds throughout the city.

  Rationalization:  The ways gifted education students respond to learning in a regular education classroom may not meet their specific learning and affective needs.  One vehicle for meeting the needs of gifted students is by differentiating instruction and peer interactions through the discovery of the power of dreams.  In a safe, comfortable, and organized environment, the teacher will facilitate learning as students exercise creative and critical thinking skills.  Students will also set personal goals, reflect on their learning experiences, and accept their strengths and those of their peers.  Formative assessments exist throughout the curriculum as students begin to understand the impact they can already make on society.  Students will be introduced to current brain research.  They will learn the terminology, foundations, and neurological significance of brain anatomy.  In addition, students will analyze and reflect on their persona to compose a written credo about personal beliefs, and create a visual trilogy representing significant life events.  Each student will develop a better understanding of how to positively impact society.

Objectives/Outcomes:

·        Students will increase their oral, aural, and written vocabularies.

·        Students will accrue knowledge about Lewis Carroll and John Tenniel.

·        Students will connect the biology, psychology, metaphor, and imagination of dreams to the chapters in   

         Alice’s Adventures in Wonderland, by Lewis Carroll.

·        Students will conduct research via the Internet, books, and realistic observations and experiences.

·        Students will develop appropriate language response during classroom discussions.

·        Students will understand the biology, psychology, and physiology behind dreams.

·        Students will determine their strengths as they learn about themselves.

·        Students will recognize differences in humanity.

·        Students will learn tolerance and acceptance.

·        Students will discover how to consciously and unconsciously cope with problems.

·        Students will evaluate the importance of “getting involved” in societal belligerence.

·        Students will compare themselves to strong and proactive children in history.

·        Students will discover mysteries behind human memory.

·        Students will analyze dreams related to art and artists.

·        Students will research famous people who proactively and positively impacted society.

·        Students will gain knowledge of about diseases of the mind.

·        Students will understand consequences due to the abuse of power and violence.

·        Students will consider proverbs and morals in relation to their lives.

·        Students will evaluate the impact of positive experiences on the mind.

·        Students will practice and improve upon their speaking skills.

·        Students will probe the reasons people build confidence.

·        Students will imagine how to make their dreams a reality.

·        Students will consider how to make the dreams of others a reality with no tangible, personal gain.

·        Students will gain experience in charitable actions.

·        Students will write a credo that describes their beliefs and persona.

·        Students will develop a trilogy that helps them visually explain in three ways that which is most   

         important in their lives.

Key Generalizations (Essential Understandings):

·        Power is the ability to influence.

·        Power evolves from knowledge.

·        Power may be used or abused.

·        Power may take many forms.

Essential Questions:

·        How can dreams influence one’s own life or the lives of others?

·        Why is an understanding of the human brain essential to gaining more knowledge about our world?

·        How can we use our strengths to positively impact society?

·        How can we use our minds to express physical, mental, and social significance?

Standards of Learning:

  Mathematics Standards of Learning

5.3    The student will create and solve problems involving addition, subtraction, multiplication, and division of whole numbers, using paper and pencil, estimation, mental computation, and calculators.

5.18 The student will, given a problem situation, collect, organize, and display a set of numerical data in a variety of forms…to draw conclusions and make predictions.

5.20 The student will analyze the structure of numerical and geometric patterns (how they change or grow) and express the relationship, using words, tables, graphs or a mathematical sentence. Concrete materials and calculators will be used.

6.3    The student will

         a) find common multiples and factors, including least common multiple and greatest common        

             factor;

         b) identify and describe prime and composite numbers; and

         c) identify and describe the characteristics of even and odd integers.

6.4    The student will compare and order whole numbers, fractions, and decimals, using concrete materials, drawings or pictures, and mathematical symbols.

6.21 The student will investigate, describe, and extend numerical and geometric patterns, including triangular numbers, patterns formed by powers of 10, and arithmetic sequences.

Science Standards of Learning

BIO.5         The student will investigate and understand life functions of…humans. Key concepts

                  include

                   c) analyses of their responses to the environment.

                   d) maintenance of homeostasis; and

                   e) human health issues, human anatomy, body systems, and life functions.

History Standards of Learning

USI.8     The student will demonstrate knowledge of westward expansion and reform in America from 1801 to 1861 by 

                   d) identifying the main ideas of the abolitionist and suffrage movements.

WHII.12         The student will demonstrate knowledge of the worldwide impact of World War II by

                   b) examining the Holocaust and other examples of genocide in the twentieth century

  English Standards of Learning

5.1    The student will listen, draw conclusions, and share responses in subject-related group learning

         activities.

         a) Participate in and contribute to discussions across content areas.

         b) Organize information to present reports of group activities.

         c) Summarize information gathered in group activities.

5.2    The student will use effective nonverbal communication skills.

         a) Maintain eye contact with listeners.

         b) Use gestures to support, accentuate, and dramatize verbal message.

         c) Use facial expressions to support and dramatize verbal message.

         d) Use posture appropriate for communication setting.

5.3    The student will make planned oral presentations.

         a) Determine appropriate content for audience.

         b) Organize content sequentially or around major ideas.

         c) Summarize main points before or after presentation.

         d) Incorporate visual aids to support the presentation.

         e) Use grammatically correct language and specific vocabulary.

  5.4    The student will read fiction and nonfiction with fluency and accuracy.

         a) Use context to clarify meaning of unfamiliar words.

         b) Use knowledge of root words, prefixes, and suffixes.

         c) Use dictionary, glossary, thesaurus, and other word-reference materials.

5.5    The student will read and demonstrate comprehension of fiction.

         a) Describe the relationship between text and previously read materials.

         b) Describe character development in fiction and poetry selections.

         c) Describe the development of plot and explain how conflicts are resolved.

         d) Describe the characteristics of free verse, rhymed, and patterned poetry.

         e) Describe how an author’s choice of vocabulary and style contributes to the quality and enjoyment of selections.

5.6    The student will read and demonstrate comprehension of nonfiction.

         a) Use text organizers, such as type, headings, and graphics, to predict and categorize

         information.

         b) Identify structural patterns found in nonfiction.

         c) Locate information to support opinions, predictions, and conclusions.

         d) Identify cause-and-effect relationships.

         e) Identify compare-and-contrast relationships.

         f) Skim materials to develop a general overview of content and to locate specific information.

         g) Identify new information gained from reading.

5.7    The student will demonstrate comprehension of information from a variety of print resources.

a) Develop notes that include important concepts, summaries, and identification of information sources.

         b) Organize information on charts, maps, and graphs.

5.8    The student will write for a variety of purposes: to describe, to inform, to entertain, and to explain.

         a) Choose planning strategies for various writing purposes.

         b) Organize information.

         c) Demonstrate awareness of intended audience.

         d) Use precise and descriptive vocabulary to create tone and voice.

         e) Vary sentence structure.

         f) Revise writing for clarity.

          g) Use available technology to access information.

5.9    The student will edit writing for correct grammar, capitalization, spelling, punctuation, and sentence structure.

         a) Use plural possessives.

         b) Use adjective and adverb comparisons.

         c) Identify and use interjections.

         d) Use apostrophes in contractions and possessives.

         e) Use quotation marks with dialogue.

         f) Use commas to indicate interrupters and in the salutation and closing of a letter.

         g) Use a hyphen to divide words at the end of a line.

          h) Edit for clausal fragments, run-on sentences, and excessive coordination.

6.1    The student will analyze oral participation in small-group activities.

         a) Communicate as leader and contributor.

         b) Evaluate own contributions to discussions.

         c) Summarize and evaluate group activities.

d) Analyze the effectiveness of participant interactions.

6.3    The student will read and learn the meanings of unfamiliar words and phrases.

         a) Identify word origins, derivations, and inflections.

         b) Identify analogies and figurative language.

c) Use context and sentence structure to determine meanings and differentiate among multiple meanings of words.

d) Use word-reference materials.

6.4    The student will read and demonstrate comprehension of a variety of fiction, narrative nonfiction, and poetry.

a) Identify the elements of narrative structure, including setting, character, plot, conflict, and theme.

         b) Use knowledge of narrative and poetic structures to aid comprehension and predict

         outcomes.

         c) Describe the images created by language.

         d) Describe how word choice and imagery contribute to the meaning of a text.

         e) Describe cause-effect relationships and their impact on plot.

         f) Use information stated explicitly in the text to draw conclusions and make inferences.

g) Explain how character and plot development are used in a selection to support a central conflict or story line.

         h) Paraphrase and summarize the main points in the text.

6.5    The student will read and demonstrate comprehension of a variety of informational selections.

         a) Identify questions to be answered.

         b) Make, confirm, or revise predictions.

         c) Use context to determine meanings of unfamiliar words and technical vocabulary.

         d) Draw conclusions and make inferences based on explicit and implied information.

         e) Organize the main idea and details to form a summary.

         f) Compare and contrast information about one topic contained in different selections.

         g) Select informational sources appropriate for a given purpose.

6.6    The student will write narratives, descriptions, and explanations.

         a) Use a variety of planning strategies to generate and organize ideas.

         b) Establish central idea, organization, elaboration, and unity.

         c) Select vocabulary and information to enhance the central idea, tone, and voice.

d) Expand and embed ideas by using modifiers, standard coordination, and subordination in complete sentences.

         e) Revise writing for clarity.

6.7    The student will edit writing for correct grammar, capitalization, punctuation, spelling, and sentence structure.

7.1    The student will give and seek information in conversations, in group discussions, and in oral presentations.

         a) Use oral vocabulary and style appropriate for listeners.

         b) Communicate ideas and information orally in an organized and succinct manner.

         c) Ask probing questions to seek elaboration and clarification of ideas.

         d) Make supportive statements to communicate agreement with or acceptance of others’ ideas.

        e) Use grammatically correct language and vocabulary appropriate to audience, topic, and purpose.

7.4    The student will read to determine the meanings and pronunciations of unfamiliar words and phrases.

         a) Use roots and affixes to expand vocabulary.

         b) Recognize analogies and figurative language.

        c) Identify connotations.

7.5    The student will read and demonstrate comprehension of a variety of fiction, narrative nonfiction, and poetry.

         a) Describe setting, character development, plot structure, theme, and conflict.

         e) Draw conclusions based on explicit and implied information.

         f) Make inferences based on explicit and implied information.

         g) Summarize text.

7.7    The student will apply knowledge of appropriate reference materials.

         a) Use print and electronic sources to locate information in books and articles.

         b) Use graphic organizers to organize information.

         c) Synthesize information from multiple sources.

         d) Credit primary and secondary sources.

  7.8    The student will develop narrative, expository, and persuasive writing.

         a) Apply knowledge of prewriting strategies.

         b) Elaborate the central idea in an organized manner.

         c) Choose vocabulary and information that will create voice and tone.

         d) Use clauses and phrases to vary sentences.

         e) Revise writing for clarity and effect.

         f) Use a word processor to plan, draft, revise, edit, and publish selected writings.

8.2    The student will develop and deliver oral presentations in groups and individually.

         a) Choose topic and purpose appropriate to the audience.

         b) Choose vocabulary and tone appropriate to the audience, topic, and purpose.

         c) Use appropriate verbal and nonverbal presentation skills.

         d) Respond to audience questions and comments.

         e) Use grammatically correct language.

         f) Critique oral presentations.

8.7    The student will write in a variety of forms, including narrative, expository, persuasive, and informational.

         a) Use prewriting strategies to generate and organize ideas.

         b) Organize details to elaborate the central idea.

         c) Select specific vocabulary and information.

         d) Revise writing for word choice, sentence variety, and transitions among paragraphs.

         e) Use available technology.

9.2    The student will make planned oral presentations.

         a) Include definitions to increase clarity.

         b) Use relevant details to support main ideas.

         c) Illustrate main ideas through anecdotes and examples.

         d) Cite information sources.

         e) Make impromptu responses to questions about presentation.

f) Use grammatically correct language, including vocabulary appropriate to the topic, audience, and purpose.

9.3    The student will read and analyze a variety of literature.

         a) Identify format, text structure, and main idea.

         b) Identify the characteristics that distinguish literary forms.

         c) Use literary terms in describing and analyzing selections.

d) Explain the relationships between and among elements of literature: characters, plot, setting, tone, point of view, and theme.

         e) Explain the relationship between the author’s style and literary effect.

         f) Describe the use of images and sounds to elicit the reader’s emotions.

         g) Explain the influence of historical context on the form, style, and point of view of a written

         work.

9.6    The student will develop narrative, expository, and informational writings to inform, explain, analyze, or entertain.

         a) Generate, gather, and organize ideas for writing.

         b) Plan and organize writing to address a specific audience and purpose.

         c) Communicate clearly the purpose of the writing.

         d) Write clear, varied sentences.

         e) Use specific vocabulary and information.

         f) Arrange paragraphs into a logical progression.

         g) Revise writing for clarity.

         h) Proofread and prepare final product for intended audience and purpose.

9.8    The student will credit the sources of both quoted and paraphrased ideas.

         a) Define the meaning and consequences of plagiarism.

         b) Distinguish one’s own ideas from information created or discovered by others.

9.9    The student will use print, electronic databases, and online resources to access information.

         a) Identify key terms specific to research tools and processes.

         b) Narrow the focus of a search.

         c) Scan and select resources.

d) Distinguish between reliable and questionable Internet sources and apply responsible use of technology.

10.1 The student will participate in and report on small-group learning activities.

         a) Assume responsibility for specific group tasks.

         b) Participate in the preparation of an outline or summary of the group activity.

         c) Include all group members in oral presentation.

d) Use grammatically correct language, including vocabulary appropriate to the topic, audience, and purpose.

10.7 The student will develop a variety of writing, with an emphasis on exposition.

         a) Generate, gather, plan, and organize ideas for writing.

         b) Elaborate ideas clearly through word choice and vivid description.

         c) Write clear, varied sentences.

         d) Organize ideas into a logical sequence.

         e) Revise writing for clarity of content and presentation.

         f) Proofread and prepare final product for intended audience and purpose.

10.9 The student will critique professional and peer writing.

         a) Analyze the writing of others.

         b) Describe how the author accomplishes the intended purpose of a writing.

         c) Suggest how writing might be improved.

10.11 The student will collect, evaluate, organize, and present information.

         a) Organize information from a variety of sources.

         b) Develop the central idea or focus.

         c) Verify the accuracy and usefulness of information.

         d) Credit sources for both quoted and paraphrased ideas.

e) Present information in an appropriate format, such as an oral presentation, written report, or visual product.

         f) Use technology to access information, organize ideas, and develop writing.

11.1 The student will make informative and persuasive presentations.

         a) Gather and organize evidence to support a position.

         b) Present evidence clearly and convincingly.

         c) Support and defend ideas in public forums.

d) Use grammatically correct language, including vocabulary appropriate to the topic, audience, and purpose.

12.1 The student will make a 5 to 10 minute formal oral presentation.

a) Choose the purpose of the presentation: to defend a position, to entertain an audience, or to explain information.

         b) Use a well-structured narrative or logical argument.

         c) Use details, illustrations, statistics, comparisons, and analogies to support purposes.

         d) Use visual aids or technology to support presentation.

e) Use grammatically correct language, including vocabulary appropriate to the topic, audience, and purpose.

12.7 The student will develop expository and informational writings.

         a) Generate, gather, and organize ideas for writing.

         b) Consider audience and purpose when planning for writing.

         c) Write analytically about literary, informational, and visual materials.

         d) Elaborate ideas clearly and accurately.

         e) Revise writing for depth of information and technique of presentation.

f) Apply grammatical conventions to edit writing for correct use of language, spelling, punctuation, and capitalization.