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=​​Classroom Activities for the Gifted = Lessons, Activities, Resources, and Tips to help teachers challenge the talented and gifted children Take note of the list of items that should be completed in this contracted assignment. The directions are suggestions to be used as reference and are not law. Please alter or add anything that you think would better enhance your over – all project. We will be working in class on this contracted assignment when we are done with our regular class works. You may work at your own pace but keep in mind that this project should be ready to be presented on the contracted completion date. _ **//Pizza Recipe//** Think of the pizza flavors you plan to serve **.** List them down and create a recipe of those pizza. Include the measurement for each ingredient. On a piece of paper draw what you would like your Pizza Parlor to look like. Include items such as doors, windows, signs, colors, etc. _ **//Measured Drawing to the nearest ¼ Inch//** Measure all of the aspects of the original drawing. Round your measurements to the closest ¼ inch. Recreate your original drawing on a plain sheet of paper. Use your ruler for the measured lines on this drawing and for a straight edge to follow. Do your best with aspects such as letters on your sign. _ **//Front Elevation Engineered Drawing//** Using measurements from your measured drawing, make a precise drawing of the front of your pizza parlor on ¼ inch graphing paper. Each ¼ inch on your measured drawing will equal one square on the graphing paper, each ½ inch will equal to 2 squares, each ¾ inch will equal 3 squares, and so on and so forth…. For curved lines, other parts of your drawings that you may be having trouble with, use your best judgment and measure estimates. _ **//Floor Plans with Division of Rooms//** On a graphing paper, draw what the inside of your pizza parlor will look like. This is going to be done from a “ bird’s eye view” ( looking down from the ceiling of your building to see how the floor will be divided). You may include as little or as much as you would like in your pizza parlor. Some examples might be a dining room, kitchen, bathroom, lobby, cashier’s counter, etc. The front line of your floor plan should match up with the bottom line of your engineered drawing. The length should be the same and there should be a gap in this drawn line to show where the front door is located. Gaps should be used to show where doors are located throughout your building. _ **Make your own //Pizza Parlor Price List// / //Menu//** Create a menu for your pizza parlor with creative logo on the front that includes the name of your parlor. Inside, include all of the food and drinks that you would like to offer in your pizza parlor. Include a separate paper with justification for food and drink items that you have on your menu, and the pricing for each. You may d some research of store prices of ingredients to have a reference to work from. _ **//Scale Model of Building//** You will build a model or your pizza parlor with details and colors from your original drawing. You may use any materials, such as cardboard to build your model. Using the measurements from your engineered drawing and floor plan, create a 3 dimensional representation model of your pizza parlor. This model should build using at least 1:2 ratio. This means that for every inch from your drawing, you will build 2 inches on your building.
 * BUILD A PIZZA BUSINESS by:Mary Dominic **
 * _ //Original Color Drawing of the Front of your Pizza Parlor Building//**
 * Now, you are ready to start your own PIZZA BUSINESS !!!**

// __Story Time!__ by: Geraldine Rosos// This is a kindergarten activity that reinforces creativity in writing a narrative story using the matrices as their guide. variety of literary and informational texts. (2) Students will understand, acquire, and use new vocabulary in order to use newly learned vocabulary on multiple occasions to reinforce meaning. Writing sheet, pencil or marker school** (event), **school** (setting). //You will write a story about what you did in school with your classmate//. my... (character)** || **I can write a story about... (event)** || **I can write a story that happened at... (setting)** || Mother Uncle Brother Teacher Sister Classmate Grandma Grandpa || My birthday party A picnic Our family trip Our activities in school My sports Shopping Playing with friends || The playground The mall School Home The park The beach The garden || Story Time! (Intermediate Level) by Jun Ballano A. ** ** Instructional Purpose ** Ø To develop analytical and interpretive skills in literature Ø To develop critical writing Ø To assess learned conepts in literature and critical writing Ø To develop lifelong love for reading
 * Objectives**: (1) Students will and apply vocabulary through exposure to a variety of texts in order to acquire new vocabulary through listening to, independently reading, and discussing a
 * Materials**: Morphological matrices (modified for kindergarten level)
 * Procedure**: Look at the matrices (character, setting, and event). Choose one topic for each. Write a storyu using your chosen topics. For example: **classmate** (character), **activity in
 * **I can write a story about
 * Father Aunt
 * 

Ø “Story of an Hour” by Kate Chopin Ø Assessment for Literature Ø Literature Scoring Rubric for Assessment Ø Assessment for Writing Ø Critical Writing Scoring Rubric for Assessment
 * B. ** ** Materials **

Ø Prompt o Write “Favorite Story” on the board. o Ask the students to share his/her top of mind story with seatmate and answer why. o Call three students to share the answer of his/her seatmate to the class. Ø Pursue o Have the students silently read “Story of an Hour” by Kate Chopin and take the Assessment for Literature. Ø Present o Ask students to share their thoughts about the story read and what they think about Josephine as a woman in the 21st century and if their perceptions of her would change if they lived in another time/century. Ø Probe o Have the students pick from a list of questions in the Assessment for Critical Writing and write an essay by: a.) explaining the last sentence of the story; b.) choosing a scene that created an impact on them as readers; c.) explaining issues concerning characters, motivation, or plot in the story. The essay should include an introduction to the essay, supporting evidence from the text, a description of a prior experience validating the reasons cited, and a conclusion. o Give the students an opportunity to share their essays alongside a visual representation of a scene or character from the story.  o Discuss with the students that during the unit, the class will be exposed to different literary pieces which represent different genres that contain a variety of subjects that will weave across the unit on stereotypes and the concept of prejudice.  Ø Praise  o Utilize the scoring rubric to evaluate the assessment for Literature and Critical Writing.
 * C. ** ** Procedure **

Directions: Read //The Story of an Hour// by Kate Chopin and answer the questions below. 1. What significant event happened in Josephine’s life? 2. Explain Josephine’s words, //“Free! Body and soul free!”// with that of a typical woman. 3. Decide: Is Josephine your concept of a typical woman? Why or why not? 4. List seven-ten (7-10) characteristics attributed to a typical woman. 5. If you were Brently Mallard, give explanation for Josephine’s reactions upon seeing you that led to her death.
 * Handout A **

Directions: Choose one from the list of questions and write an essay explaining your response. Provide an introduction, supporting evidence from the text and prior experience, and conclusion. 1. Explain the last sentence of the story. // When the doctors came they said, “She had died of heart disease—of the joy that kills.” // 2. Choose a scene that created an impact on you as a reader. Explain. 3. What issues concerning characters, motivation, or plot does this story expose? Explain.
 * Handout B **

Poetry Time! (Intermediate Level) by Jun Ballano Ø To draw meaning from elements of literature Ø To differentiate literal vs. figurative meaning in literature Ø To develop social awareness Ø Paintings and Pictures depicting the working class Ø // Taj Mahal // by Sahir Ludhianvi Ø // The Man with the Hoe // by Edwin Markhaim Ø // A Man Falls to His Death // by Cirilo Bautista Ø // United Fruit Company // By Pablo Neruda Ø // Music CDs // Ø Prompt o Through a TurningPoint presentation, flash several pictures and paintings that reflect the differences of the upper, working, and the lower classes in society. o As slides are shown, play a simultaneous dramatic music (//What a Wonderful World// or //Fur Elise//) Ø Pursue o Ask students as to their emotions and reflections when they were watching the presentation o Solicit from them the common theme depicted in each of the pictures o Instruct students that they are to individually read only one (1) from the four poems o Provide copies of the poem Ø Present o Give time for independent reading o Distribute copy of literature web o Supervise reading and comprehension of the texts and processing and completion of literature web (see handout A) o Comprehension Questions: § Is the title appropriate for the theme presented? Would you rather change it? § How did the poet present his ideas in the poem? What was his style of writing? § How was the language usage affecting the context of the poem? Should you simplify some of the words for a clearer and much quicker grasp of meaning for the readers? § What images (concrete and abstract) did the poet include to support his view of the issue? § Were the ideas, emotions, symbolisms, and events presented coherent and relevant to the issue presented? How do you say so? § Are these events, ideas, and issues present in the society today? How are they affecting humanity? Ø Probe o Randomly call students for sharing o Encourage reflections, reactions, and insights from students as others are sharing o Complete Critical Analysis Output (see handout B) Ø Praise o Remind students on their on-going final project. Additional thoughts in result to the lesson must be considered. o Homework assignment: § Have students compose a persuasive speech discussion a personal view, analysis, opinion, and plans about the issue of prejudice in the working class § Refer to writing rubric for details o Have students accomplish exit ticket § List three (3) situations where prejudice is depicted in the poem of choice § Propose two (2) possible solutions in promoting justice § Develop one (1) idea that summarizes your comprehension and turn it into a slogan
 * A. **** Instructional Purpose **
 * B. **** Instructional Materials **
 * C. **** Procedure **

**​**
 * Math Time! by Emmeliza L. Cabanero**

Asking “Why?”
Often, one of the best activities for students is enabling them to think one step beyond what you’re teaching. When you’re teaching students a simple math concept, challenge your gifted students by asking them to answer the question “Why.” Why is the distributive property true? Why do you have to find the lowest common multiple in order to add fractions? Why does 3 X 4 = 12 necessarily mean that 12/4 = 3? Getting students to answer this question, either in small groups of gifted students or on their own can take a lesson to a whole new level. Encourage the gifted students to share what they have discovered, either with you after class, or with the other students at the end of a period.

Asking, “What If?”
Similarly, asking the question “What if” can help students think beyond the simple concepts they are learning in math class. If you’re teaching about Fibonacci numbers, ask gifted students to think about what would happen if the sequence started with the numbers 1 and 2, instead of 0 and 1. If you’re teaching about what “25% off” means, ask students what they would do differently if the store decided to take an additional 10% off of the sale price. Asking “What if” forces you, as the teacher, to think outside of the box, but it provides a challenging activity for gifted students to think outside the box as well.

Math Stories
For students who are gifted in language areas in addition to math, consider having them write math stories to demonstrate the concepts that they are learning. Some students will enjoy writing short word problems for other students to solve. Others will want to create an entire story to revolve around the math concept. For example, a student who is learning her multiplication tables may want to create a story in which the character has to use multiplication in order to figure out how many people are coming to her party, how many of each item she will need to serve the company, etc. A student who is learning about distances may write a story about a space traveler who needs to figure out how long it will take to get to various planets. This activity is a great way to teach gifted kids how to think creatively.

Math Leagues
For students who need more than you can provide them in class, [|math leagues]can provide additional activities for gifted students. These contests are only available for students in grades 4 to 12, and they encourage students to think creatively and use problem solving skills. No math league problems require skills above grade level, but they do require students to be able to think deeply about grade level skills. Giving your students sample math league problems to practice for the contests can help you to keep them challenged when the rest of the class needs to review a concept they have already mastered.

TIC-TAC-TOE ACTIVITY // Topic: Elements of a Narrative  // Directions: Complete any three tasks below by forming a line either vertically, horizontally, or diagonally. Needed materials are placed in the activity box. Refer to the universal rubric for scoring details. Choose any character from the story we recently studied. Describe the chosen character through a character sketch. ||   Pick out specific words and phrases from a story of your choice. Illustrate the story’s setting highlighting on details that tell the place and time of the story. ||   Based upon your recent reading of a story, point out the most exciting part. Represent this through a 3-box comic strip exemplifying an internal monologue of the character’s thoughts about the situation. ||  Choose a story included in the activity box. From the story you have chosen, which action of the main character do you think must have caused him/her a conflict? Explain your views through a literary letter addressed to the main character. ||   Refer to a famous nursery rhyme. Demonstrate your comprehension of a structure of narrative texts by adapting the idea presented in the rhyme into a short story. Remember to use the plot structure to write your adaptation. ||   Should your favorite story be adapted into a movie, who do you think should best fit the roles of the characters? Create a character-casting list and provide supporting views on why you have chosen a specific actor/actress for each of the needed roles. ||  Select a story from the selection box. Reflect on the theme discussed in the story. Write a critical analysis of the theme based on how it was presented in the story. In your analysis include realistic social connections which you may compare with the story chosen. ||   Choose a specific story. Research on the biography of the author. Then, compose a contrastive analysis on the similarities of the events in the life of the author and that of the story. Make sure to include your list of references. ||   Based on your favorite story, evaluate how the author became successful or unsuccessful in his purpose of writing. Illustrate your thoughts through an editorial cartoon with an appropriate blurb. Tip: research on editorial cartooning. || © E. BALLANO 2009

** Topic: Elements of Poetry  ** Directions: Choose two questions below. Compose an essay explaining your answer. In your essay, provide a catchy introduction by providing a lead, a body which explains your view about the question, and a conclusion that summarizes the ideas you presented. Refer to the universal rubric for scoring details. © E. BALLANO 2009 ** R-A-F-T ACTIVITY  ** ** Topic: Informational Texts  ** Directions: Choose two of the tasks provided in the RAFT Chart. Refer to the universal rubric for scoring details. Remember: R – your role A – your intended audience F – the form you need to do   T – the task to complete ** R  ** || ** A  ** || ** F  ** || ** T  ** || Journalist / Newscaster   || Televiewer  || News Report  || Write a news article intended to be orally reported about how main idea can be determined in reading informational texts. ||  American Idol Contestant   || Fans  || Short Biographies  || Come up with a mini-poster on the differences of the patterns of organizations in paragraph writing. ||  Redundant words   || Writer  || A letter of complaint  || Write a complaints letter addressed to the writer regarding the over use of words in a text. ||  Informational Text   || Narrative Text  || A Friendly Letter  || Write a letter of introduction expressing your intention to make friends. Include the necessary details you want your audience to know about you. ||
 * What if…? **
 * 1. **** What if poetry did not have sound elements? **
 * 2. **** What if all poems are just adaptations of the narrative genre? **
 * 3. **** What if poetry is never created/written? **
 * 4. **** What if poetry analysis study is taught for nursery rhymes in kindergarten? **
 * 5. **** What if poetry is never a part of the school’s instruction? **
 * 6. **** What if you would have to forget one element of poetry, what would it be? **
 * 7. **** What if people talk in poetic manner? **
 * 8. **** What if the rules, laws, and even the Constitution are written in poetic forms? **
 * 9. **** What if a poem is just like a story in all forms and structures? **
 * 10. **** What if mathematics or science is taught through poems? **

© E. BALLANO 2009

Title of Text:______________________________ Date: ________________ ANALYSIS: © E. BALLANO 2009 ||
 * Had any of the characters in the story changed his/her behavior, what could have been the ending of the story? Choose two of the characters and analyze what could have been the changes in the story. Provide a cause-effect illustration of your thoughts. **

Title of Text:______________________________ Date: ________________ SYNTHESIS: © E. BALLANO 2009 ||
 * How are the minor conflicts in the story leading to the major problem that the writer wanted to present in his writing? Write a commentary summary of the minor conflicts and conclude it with the major problem that the author wanted to explain. **

Title of Text:______________________________ Date: ________________ Application: © E. BALLANO 2009 ||
 * Using the pyramid-plot structure, make a comic strip of the ideas presented in the story. In your final work include necessary exchange of conversation that will make the story interesting and understandable. **

Title of Text:______________________________ Date: ________________ EAVLUATION: © E. BALLANO 2009 ||
 * Was the writer successful in making his readers understand the though he/she wanted to explain? Which strategies did the writer use to achieve his purpose? Explain your answer as thoroughly as possible. **