About Me Unit

Gifted and Talented CurriculumGrades 3-5

Selfie me Binder CoversGrades 3-5

Materials Needed: Binder cover sheet, pencils, crayons

Process: Students will decorate the face to look like themselves and will write their name at the bottom and decorate it. Then students will stand up and move around the room one chair at a time to write a positive affirmation on each person’s picture. This is a great way to build classroom rapport. If students begin the year building each other up, they will likely continue that pattern. Additionally, if they need a pick-me-up during the day, they can read some of the things that others have written about them. We used these as binder covers for our journals. Make it VERY CLEAR when doing this activity that negative comments are absolutely unacceptable. Walk the room while students are commenting to monitor what’s being written and adjust your feedback as necessary.

G/T Standards Addressed: Affective Development

3rd Grade Common Core Standards Addressed: SL.3.34th Grade Common Core Standards Addressed: SL.4.3 5th Grade Common Core Standards Addressed: CCRA.SL.2

Name __________________

Name __________________

Simile JournalingGrades 3-5

Materials Needed: Journaling sheet, pencils

Process: Students will complete each simile to describe themselves, then draw a picture of how they see themselves.

G/T Standards Addressed: Affective Development

3rd Grade Common Core Standards Addressed: W.3.2, L.3.54th Grade Common Core Standards Addressed: W.4.2, L.4.55th Grade Common Core Standards Addressed: W.5.2, L.5.5

Name __________________

Simile Journaling

Razzle Dazzle WordsGrades 3-5

Materials Needed: Vocabulary sheets, Teacher notes, pencils

Process: Explain to students that part of being well rounded and being able to speak intelligently is having a broad vocabulary. Each week, we will add five words to our Razzle Dazzle Vocabulary Folder. I let the students decorate a 3 prong folder for this and we add sheets every week. Students will write the word, write the definition, draw a picture of the word, use the word in a sentence, and tell the part of speech for each word. Our new Razzle Dazzle words this week:

1 – Collaborate: when people come together to create something2 – Concentrate: to think carefully about something3 – Innovation: something new and unlike anything else4 – Principles: a basic and important part of what you believe5 – Prolific: to make a lot of something

G/T Standards Addressed: Vocabulary, Creativity

3rd Grade Common Core Standards Addressed: L.3.1, L.3.64th Grade Common Core Standards Addressed: L.4.1, L.4.65th Grade Common Core Standards Addressed: L.5.1, L.5.6

Name __________________

Razzle Dazzle WordsWord Definition Picture Sentence Part of Speech

My Multiple IntelligencesGrades 3-5

Materials Needed: Lab handouts, teacher guide, materials for tables

Process: Before students come to class, set up six tables using the instructions on the next page. Explain to students what Multiple Intelligence means and that today we will be discovering how each one of us is programmed to learn best. Break students up into groups of at least three. They will rotate from table to table and will read the directions posted there to complete the activity. Then they’ll need to answer the questions on their student guide from that section. Upon completion, give each student a multiple intelligences test (easily found on Google) to see what the results are. Students will then compare their OWN self assessment to the official test assessment results and determine if they feel the test is valid.

G/T Standards Addressed: Affective Development

3rd Grade Common Core Standards Addressed: SL.3.34th Grade Common Core Standards Addressed: SL.4.3 5th Grade Common Core Standards Addressed: CCRA.SL.2

Teacher GuidePrint a student guide for each student and hand them out to the students. Post instructions on each table and use the following materials to set each table up:

1. Visual Table – Lay out blank paper and pens or pencils.

2. Kinesthetic Table – Lay out strips of paper and a roll of tape.

3. Mathematic Table – Lay out copies of the Sudoku card (enough for each student to have one).

4. Interpersonal Table – Put the cut out strips of sentences in a bowl. Wad each one up into a ball.

5. Musical Table – Have a song playing on an iPad, computer, or CD player. (We played River Flows in You by Yiruma, it tends to bring out very different emotions from different people.)

6. Linguistic Table – Print the Linguistic game and tape it down to the table. You might want to print a few copies so that students don’t have to share.

Create copies of an MI test and Learning Style test for each student to take after completing the activities.

Student GuideVisual/Spatial Table: Do you think you could have identified more states if you had a

map with the outline of the U.S. and the borders of the states? __________________

Kinesthetic Table: Was this activity frustrating for you? _______________ Why or

why not? ________________________________________________________________

Logical/Mathematical Table: Do you think this would’ve been easier if it was a

crossword puzzle instead of a number puzzle? _________________ Why or why not?

_________________________________________________________________________

Interpersonal Table: What could have made this easier for you? _________________

________________________________________________________________________

________________________________________________________________________

Were most of your group members able to spread the secret correctly or did it

come out totally different? _________________________________________________

Intrapersonal Table: What do you want to be when you grow up? _________________

Where do you hope to be in twenty years? ___________________________________

If you could put one thing in a time capsule of your life right now to open in fifty

years, what would that item be? _____________________________________________

What do you enjoy doing most when you are all alone? __________________________

_________________________________________________________________________

_________________________________________________________________________

Name _________________

Student GuideMusical Table: My seven words are: ___________________ ___________________

___________________ ___________________ ___________________

___________________ ___________________

Was it difficult to hum the music to your friend? _______________________________

Do you play a musical instrument? __________________ If you don’t, have you ever

wanted to? _____________________ What instrument do/would you play? __________

_________________________________________________________________________

Did you find it difficult or easy to describe your feelings while listening? ____________

Linguistic Table:

1. _____________________________________________________________________

2. _____________________________________________________________________

3. _____________________________________________________________________

4. _____________________________________________________________________

5. _____________________________________________________________________

6. _____________________________________________________________________

7. _____________________________________________________________________

8. _____________________________________________________________________

9. _____________________________________________________________________

10. _____________________________________________________________________

How many did you get right? _______________________ How does that compare

with other people in your group? ___________________________________________

Was this hard for you or easy? ____________________________________________

On a blank sheet of paper, draw a picture of the United States from memory. Try and label as many states as you can. Every person needs to make their own and don’t let others see your work. Don’t peek at anyone’s paper!

Visual/Spatial Learners

Kinesthetic LearnersMake a paper chain as a team out of strips of paper. You are only allowed to use one hand for this activity and you cannot make a sound.

Logical/Mathematical Learners

Complete a Sudoku card. Use the numbers 1-9 on each row, column, and in each box. Each number can be used only once in each row, column, and in each box. If you use any number twice in the same row, column, or box, you need to try it again!

Do not say a single word. Answer the questions on your sheet without talking at all.

One at a time, draw a sentence out of the bowl. Don’t tell anyone what it says!! Whisper the line into the ear of the person next to you and pass the “secret” around the group. At the end, let the last person say the “secret” out loud and see how close they got to what it was supposed to say!

Interpersonal Learners

Intrapersonal Learners

Listen to the song on the CD player. WHILE YOU ARE LISTENING, write seven words about how the music makes you FEEL. When the music is over, pair up in groups of two within your own group and try to hum back part of the music.

Musical Learners

Look at the list taped to the table. On your own paper, write what you think the sentence is supposed to say next to the correct number. You might need to read it aloud to yourself, but try to do your own. Don’t listen to your friends reading. For example: “Phil Matt Eel Heaven” would be “Film at eleven.”

Linguistic Learners

7 8 39 3 4 62 3 9 5 4 75 2 7 3

6 4 8 5 2 18 3 4 6 52 5 6 3 4

6 4 1 3 2 53 5 9 6 7 2

Sudoku

These days, a chicken leg is a rare dish.

Interpersonal Table Sentences

Glue the paper to the dark blue background.

The source of the huge river is the clear spring.

The girl at the booth sold fifty bonds.

The hogs were fed chopped corn and garbage.

Linguistic Game1. Plea Sleeve Amass Itch

2. Pie Rate Softy Car Hip Been

3. Beak Hall Size Heads Hoe

4. Dare Saw Weight Such Ants

5. Baby Beef Ace

6. Tie Dull Waif

7. Vine Ding Knee Moe

8. Mack Her Owe Knee Inch He’s

9. Haystack Up Hank Aches

10. Thigh Sing Gone Thick Ache

key

key

1. Please leave a message

2. Pirates of the Caribbean

3. Because I said so

4. There’s always a chance

5. Baby face

6. Tidal wave

7. Finding Nemo

8. Macaroni and cheese

9. A stack of pancakes

10. The icing on the cake

Linguistic Game

Tri-hexa-flexagon about meGrades 3-5

Materials Needed: Template, pencils, colored pencils or light colored crayons, scissors, glue sticks

Process: Students will create a tri-hexa-flexagon with facts about them, their family, and things they love about school using instructions.

G/T Standards Addressed: Affective Development, Differentiation

3rd Grade Common Core Standards Addressed: MP1, MP2, W.3.24th Grade Common Core Standards Addressed: MP1, MP2, W.4.25th Grade Common Core Standards Addressed: MP1, MP2, W.5.2

Tri-hexa-flexagonAbout me

Name _________________1

1

1

2

2

2

3

3

3

Look at the template. Thenumber is at the TOP of each box.Turn it for each number so thatyou are writing in the correctdirection. On all boxes with anumber one, write a fact aboutyou that we might not know. Onall boxes with a number two, writea fact about your family that wemight not know. On all boxes witha number three, write somethingthat you love about school. Thencolor each box lightly using thesame color for all boxes with thesame number. For example, youmight color all of the number oneslight orange, all of the numbertwos light yellow, and all of thenumber threes light pink.Remember to color lightly so wecan still read it!

Tri-hexa-flexagonFolding

instructions

1. After cutting it out, fold on all dark lines to create creases, folding both ways.

2. Glue the short side down to the long side (glue the sides with no numbers).

3. Fold between the 6th and 7th triangles.

4. Your foldable should look something like this. In this picture, ones are orange, twos are yellow, and threes are pink. Next fold under where you see the dotted lines.

5. Your foldable should look like this. If you look on the other side, you’ll see another flap with no color. You need to pull that flap through and glue the two colorless sides together. Your foldable is complete! Now you can pull each color out through the middle. Just be careful! The more you fold your shape, the easier it will be to pull it in and out.

Researching MyselfGrades 3-5

Materials Needed: Choice boards, computers

Process: Students will choose activities from the choice board to research and create presentations for the class. You can choose as the teacher to assign one activity, several, or even all of them. We like to go through the choice boards together and let students choose their activities. Students will use computers to complete some work in class and can do research on their own outside of the classroom.

G/T Standards Addressed: Affective Development, Research, Presentation Skills

3rd Grade Common Core Standards Addressed: W.3.24th Grade Common Core Standards Addressed: W.4.25th Grade Common Core Standards Addressed: W.5.2

Researching MyselfName _________________

Interview the family member of your

choice and write a true story about their best day ever.

This is Me:

Researching Myself Rubrics

Family Tree Poster

Followed directions ___/___

Poster is thorough ___/___

Neat, colorful, attractive ___/___

Total Points ____/____

Childhood Interview

Followed directions ___/___

Questions are thorough ___/___

Prepared for interview ___/___

Total Points ____/____

First Date Painting

Followed directions ___/___

Place/people are clear ___/___

Neat, Colorful, Attractive ___/___

Total Points ____/____

Best Day Ever Story

Followed directions ___/___

Well planned out ___/___

Neatly done, thorough ___/___

Total Points ____/____

3D Elder House

Followed directions ___/___

Well planned out, thorough ___/___

Neat, Colorful, Attractive ___/___

Total Points ____/____

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