gifted & talented unit plan - peachtree charter...

Created by: L. Robertson Modified 2/2016

GIFTED & TALENTED UNIT PLAN Guide to Support Lesson Plan Implementation

Created by: L. Robertson

Title of Unit: Canada Grade Level: 6th

Curriculum Area: Gifted English/Social Studies Time Frame: (50 minute periods)

STANDARDS/ELEMENTS:

SS6G5 The student will locate selected features of Canada.

a. Locate on a world and regional political-physical map: the St. Lawrence River, Hudson Bay, Atlantic Ocean, Pacific Ocean, the Great Lakes,

Canadian Shield, and Rocky Mountains.

SS6G6 The student will explain the impact of location, climate, distribution of natural resources, and population distribution on Canada.

a. Describe how Canada’s location, climate, and natural resources have affected where people live.

SS6H4 The student will describe the impact of European contact on Canada.

a. Describe the influence of the French and the English on the language and religion of Canada.

b. Explain how Canada became an independent nation.

SS6H5 The student will analyze important contemporary issues in Canada.

a. Describe Quebec’s independence movement.

SS6CG1 The student will compare and contrast various forms of government.

a. Describe the ways government systems distribute power: unitary, confederation, and federal.

b. Explain how governments determine citizen participation: autocratic, oligarchic, and democratic.

c. Describe the two predominate forms of democratic governments: parliamentary and presidential.

SS6CG3 The student will explain the structure of the national government of Canada.

a. Describe the structure of the Canadian government as a constitutional monarchy, a parliamentary democracy, and a federation, distinguishing the

role of the citizen in terms of voting and personal freedoms.


Common Core Literacy Standards in Social Studies: Key Ideas and Details

L6-8RH1: Cite specific textual evidence to support analysis of primary and secondary sources.

Craft and Structure

L6-8RH4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

L6-8RH5: Describe how a text presents information (e.g., sequentially, comparatively, causally).

L6-8RH6: Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).

Integration of Knowledge and Ideas

L6-8RH7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

L6-8RH8: Distinguish among fact, opinion, and reasoned judgment in a text.

L6-8RH9: Analyze the relationship between a primary and secondary source on the same topic.

Range of Reading and Level of Text Complexity

LITCC6-8RHSS10: By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently.

Standards for Writing in Social Studies: Text Types and Purposes

L6-8WHST2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style and objective tone. f. Provide a concluding statement or section that follows from and supports the information or explanation presented.

L6-8WHST3: (See note; not applicable as a separate requirement) Production and Distribution of Writing L6-8WHST4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. L6-8WHST5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. Range of Writing L6-8WHST10: Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.


ENDURING UNDERSTANDINGS/ESSENTIAL QUESTIONS:

The student will understand that location affects a society’s economy, culture, and development.

What are the major physical features of Canada, and where are they located on a map?

How do the factors of location, climate, access to water, and natural resources affect where Canadians choose to live and work?

How do the factors of location, climate, access to water, and natural resources affect trade?

The student will understand that when there is conflict between or within societies, change is the result.

Why does Quebec want independence?

What conflicts have occurred because of Quebec’s independence movement?

Why hasn’t Quebec been granted independence?

What changes in Canada could occur if Quebec is granted independence?

The student will understand that as a society increases in complexity and interacts with other societies, the complexity of the government also increases.

What type of government systems exists in Canada?

Who is the leader of Canada and what is his or her title?

What is the role of the legislature?

What role does the citizen have as a participant in Canada’s government?

The student will understand that the culture of a society is the product of the religion, beliefs, customs, traditions, and government of that society. How have the French and English influenced the languages and religions of Canada?

INSTRUCTIONAL

STRATEGIES

Direct Instruction

Compare and Contrast

Reading for Meaning

- Association

- Summarizing

- Context Connections

Teams – Games – Tournament

Task Rotation

Literacy Integration

� Graphic Organizers � Short answer response � Analyzing and interpreting literature

� Note-taking � Reading comprehension (finding main idea, key terms/concepts)

Technology Integration

Promethean Board Classroom Desktop Computers LCD Projector

Classroom Laptop Computers Video Clips www.BrainPOP.com

www.unitedstreaming.com www.youtube.com iPad/Tablets

Performance Task(s):

- Presentation - Visualization - Student-created choice

http://www.brainpop.com/

http://www.unitedstreaming.com/

http://www.youtube.com/


Writing Focus:

Production and Distribution of Writing

ELACC7W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Reading Focus:

Range of Reading and Level of Text Complexity

ELACC7RL10: By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 text complexity

band independently and proficiently

Academic & Content Vocabulary: political-physical map

St. Lawrence River

Hudson Bay

Atlantic Ocean

Pacific Ocean

the Great Lakes

Canadian Shield

Rocky Mountains

location

climate

distribution of natural

resources

population distribution

Canada

Quebec’s

unitary

confederation

federal

citizen participation

autocratic

oligarchic

democratic

parliamentary

presidential

constitutional monarchy

parliamentary democracy

federation

voting

personal freedoms


How Will Learning Be Extended Or Remediated?

If Learning Does Not Occur (Intervention):

Re-teaching of topics.

Extended time and correction of unit assignments.

Tutorial

Extension Activities:

Daily Lesson: [MC] = Media Center [LG] = Large Group [IND] = Independent [SG] = Small Group [Ps] = Pairs [NH] = Numbered Heads

[TU/TD] = Thumbs Up/Down [TPS] = Think/Pair/Share [HOA] = Hands-on Activity [LC] = Learning Center [PR] = Partner Reading [CL] =

Computer Lab [PP] Power Point Presentation {Time}

Resources Unit Checklist * See for

Assignments/Activities

Textbook, UnitedStreaming, Graphic Organizers

CONTENT RESOURCES: Teachers can find detailed Teacher Notes on this unit at https://www.georgiastandards.org/Frameworks/GSO%20Frameworks/SS_Gr_6_Teacher_Notes_Europe_Final_8-1-09.pdf. There is detailed information about individual European countries in this document.

Materials Needed: Graphic Organizer

Performance task and

rubrics

Film clip (optional)

Internet/Web Access

MS Word or other word processing program

INTERNET RESOURCES:

CIA World Fact Book (https://www.cia.gov/library/publications/the-world-factbook/) and the State Department’s Background Notes (http://www.state.gov/r/pa/ei/bgn/)

Literacy Integration Resources (Print Materials)

Title Author Corresponding

Standard(s) http://www.bbc.co.uk/news/uk-england-21206359

BBC SS6G9

https://www.georgiastandards.org/Frameworks/GSO%20Frameworks/SS_Gr_6_Teacher_Notes_Europe_Final_8-1-09.pdf

https://www.georgiastandards.org/Frameworks/GSO%20Frameworks/SS_Gr_6_Teacher_Notes_Europe_Final_8-1-09.pdf

https://www.cia.gov/library/publications/the-world-factbook/

http://www.state.gov/r/pa/ei/bgn/

http://www.bbc.co.uk/news/uk-england-21206359


http://www.npr.org/templates/transcript/transcript.php?storyId=5355810

NPR SS6G9

http://dsc.discovery.com/tv-shows/curiosity/topics/10-pros-cons-nuclear-

power.htm

Discovery.com SS6G9

http://ga.water.usgs.gov/edu/acidrain.html

USGS SS6G9

http://www.npr.org/templates/transcript/transcript.php?storyId=5355810

http://dsc.discovery.com/tv-shows/curiosity/topics/10-pros-cons-nuclear-power.htm

http://dsc.discovery.com/tv-shows/curiosity/topics/10-pros-cons-nuclear-power.htm

http://ga.water.usgs.gov/edu/acidrain.html


Unit: Canada Subject: SS Grade: 6th Teacher: L. Robertson Time: 50 mins.

Materials/

Resources:

Videos: CNN Student News

History/: www.unitedstreaming.com

Unit Checklists – (class set)

Activity: UnitedStreaming

BrainPOP Answer Cards (class set)

Students’ Learning Logs

CCGPS:

APS Gifted

Standards:

Advanced Communication Skills: (ACS)

Formulates and poses questions to engage others in meaningful discussion and reflection.

Objectives:

The student will locate selected features of Canada.

The student will explain the impact of location, climate, distribution of natural resources, and

population distribution on Canada.

The student will describe the impact of European contact on Canada.

The student will analyze important contemporary issues in Canada.

The student will compare and contrast various forms of government.

The student will explain the structure of the national government of Canada.

Opening:

Starter:

Daily Starter[LG] {5}

Enduring

Understanding:

SWBAT


The student will understand that when there is conflict between or within societies, change is the

result.

The student will understand that as a society increases in complexity and interacts with other

societies, the complexity of the government also increases.

The student will understand that the culture of a society is the product of the religion, beliefs,

customs, traditions, and government of that society.

Essential

Question(s):

The student will understand that location affects a society’s economy, culture, and

development.


How do the factors of location, climate, access to water, and natural resources affect where

Canadians choose to live and work?


The student will understand that when there is conflict between or within societies, change is

the result.











Day 1





How have the French and English influenced the languages and religions of Canada?

Hook:

* CNN Student News discussion linked to daily objective

Work Period/Lesson Framework:

Strategy: New American Lecture

Guided/

Independent

Practice:

[IND/SG/LG] {30}

Unit Introduction: Teacher will introduce the Canada unit by distributing and discussing the unit checklist, assignments

and project choices. [LG] {10}

Learning Experience:

Students view the Video: Geography of Canada. The teacher pauses the video to highlight and

discuss key terms. [LG] {10}

Graphic Organizer: While watching the video, students complete the activity: Cornell Notes [IND] {5}

Learning Experience: Students will be introduced to the vocabulary for the unit and will be

expected to create vocabulary cards for each term (term, picture).

Wrap Up: Activity: Essential Question [LG] {10}

Assessment: Informal [IND/LG] {10}

Closing:

Assess

Understanding:

Informal

Class Disscussion

Homework:

- Read a Novel (20 mins.)

Select project choices.

Continue to work on Unit (Differentiated)


Materials/

Resources:







CCGPS:

APS Gifted

Standards:



Objectives:








Opening:

Starter:


Enduring SWBAT

Day 2



Understanding: The student will understand that location affects a society’s economy, culture, and development.


result.





Essential

Question(s):


development.






the result.














Hook:




Guided/

Independent

Practice:

[IND/SG/LG] {30}




expected to create vocabulary cards for each term (term, picture). Students will be introduced to the

geography of Canada and will discuss how location and climate influence where people choose to

live. Students will work in differentiated groups will work to complete and analyze the map of

Canada (political/physical features).



Closing:

Assess

Understanding:

Informal

Class Disscussion

Homework:






Materials/

Resources:







CCGPS:

APS Gifted

Standards:



Objectives:








Opening:

Starter:


Enduring

Understanding:

SWBAT



result.





Essential

Question(s):


development.






the result.










Day 3







Hook:




Guided/

Independent

Practice:

[IND/SG/LG] {30}



Learning Experience: Students will review the vocabulary for the unit and will be expected to

create vocabulary cards for each term (term, picture). Students will take Cornell Notes and analyze

the video Canada’s Land and Resources. Students will partner read text pgs 187-192 and will take

cornell notes and respond to questions 1-6.



Closing:

Assess

Understanding:

Informal

Class Disscussion

Homework:





Materials/

Resources:







CCGPS:

APS Gifted

Standards:



Objectives:








Opening:

Starter:


Enduring

Understanding:

SWBAT


Day 4




result.





Essential

Question(s):


development.






the result.














Hook:




Guided/

Independent

Practice:

[IND/SG/LG] {30}




create vocabulary cards for each term (term, picture). Students will review the notes that they took

from text pgs 187-192 and will create a foldable on the Physical Features of Canada (weekly

assessment)



Closing:

Assess

Understanding:

Informal

Class Disscussion

Homework:






Materials/

Resources:







CCGPS:

APS Gifted

Standards:



Objectives:








Opening:

Starter:


Enduring

Understanding:

SWBAT



result.





Essential

Question(s):


development.






the result.










Day 5







Hook:




Guided/

Independent

Practice:

[IND/SG/LG] {30}

No School

Closing:

Assess

Understanding:

Informal

Class Disscussion

Homework:





Materials/

Resources:







CCGPS:

APS Gifted

Standards:



Objectives:








Opening:

Starter:


Enduring

Understanding:

SWBAT



result.

Day 6







Essential

Question(s):


development.






the result.














Hook:




Guided/

Independent

Practice:

[IND/SG/LG] {30}

No School

Closing:

Assess

Understanding:

Informal

Class Disscussion

Homework:





Materials/

Resources:






Day 7




CCGPS:

APS Gifted

Standards:



Objectives:








Opening:

Starter:


Enduring

Understanding:

SWBAT



result.





Essential

Question(s):


development.






the result.














Hook: * CNN Student News discussion linked to daily objective




Guided/

Independent

Practice:

[IND/SG/LG] {30}




Students view the Video: Geography of Canada. The teacher pauses the video to highlight and

discuss key terms. [LG] {10}

Graphic Organizer: While watching the video, students complete the activity: Cornell Notes [IND] {5}


expected to create vocabulary cards for each term (term, picture).



Closing:

Assess

Understanding:

Informal

Class Disscussion

Homework:





Materials/

Resources:







CCGPS:

APS Gifted

Standards:



Objectives:








Opening:

Starter:


Enduring

Understanding:

SWBAT



result.

Day 8







Essential

Question(s):


development.






the result.














Hook:




Guided/

Independent

Practice:

[IND/SG/LG] {30}




expected to create vocabulary cards for each term (term, picture). Students will be introduced to the

geography of Canada and will discuss how location and climate influence where people choose to

live. Students will work in differentiated groups will work to complete and analyze the map of

Canada (political/physical features).



Closing:

Assess

Understanding:

Informal

Class Disscussion

Homework:





Materials/

Resources:









CCGPS:

APS Gifted

Standards:



Objectives:








Opening:

Starter:


Enduring

Understanding:

SWBAT



result.





Essential

Question(s):


development.






the result.














Day 9


Hook:




Guided/

Independent

Practice:

[IND/SG/LG] {30}




create vocabulary cards for each term (term, picture). Students will take Cornell Notes and analyze

the video Canada’s Land and Resources. Students will partner read text pgs 187-192 and will take

cornell notes and respond to questions 1-6.



Closing:

Assess

Understanding:

Informal

Class Disscussion

Homework:





Materials/

Resources:







CCGPS:

APS Gifted

Standards:



Objectives:








Opening:

Starter:


Enduring

Understanding:

SWBAT



result.



Day 1

0





Essential

Question(s):


development.






the result.














Hook:




Guided/

Independent

Practice:

[IND/SG/LG] {30}




create vocabulary cards for each term (term, picture). Students will review the notes that they took

from text pgs 187-192 and will create a foldable on the Physical Features of Canada (weekly

assessment)



Closing:

Assess

Understanding:

Informal

Class Disscussion

Homework:





Materials/

Resources:







Day 1

1



CCGPS:

APS Gifted

Standards:



Objectives:








Opening:

Starter:


Enduring

Understanding:

SWBAT



result.





Essential

Question(s):


development.






the result.














Hook:





Guided/

Independent

Practice:

[IND/SG/LG] {30}




1. Students will review the vocabulary for the unit and will be expected to create vocabulary

cards for each term (term, picture).

2. Students will take detailed cornell notes on the History of Canada

3. Student will take detailed cornell notes on the video: Its People-History-Govt. The teacher

pauses the video to highlight and discuss key terms. [LG] {10}


Assessment: Informal [IND/LG] {10} Closing:

Assess

Understanding:

Informal

Class Disscussion

Homework:





Materials/

Resources:







CCGPS:

APS Gifted

Standards:



Objectives:








Opening:

Starter:


Enduring

Understanding:

SWBAT



result.





Day 1

2



Essential

Question(s):


development.






the result.














Hook:




Guided/

Independent

Practice:

[IND/SG/LG] {30}




1. Students will be introduced to the vocabulary for the unit and will be expected to create

vocabulary cards for each term (term, picture).

2. Student will continue to work in differentiated groups to complete activities of the weekly

assignment sheet. (Partner Reading pgs 193-197 and 198-202/complete the assessment

questions.



Closing:

Assess

Understanding:

Informal

Class Disscussion

Homework:





Materials/

Resources:






Day 1

3




CCGPS:

APS Gifted

Standards:



Objectives:








Opening:

Starter:


Enduring

Understanding:

SWBAT



result.





Essential

Question(s):


development.






the result.















Hook:




Guided/

Independent

Practice:

[IND/SG/LG] {30}



(2 Days) Learning Experience:



2. Students will work in differentiated groups on the Canadian Ways of Life culminating

activity bringing together the geography, economy, government, and history. (Promethean

Board)



Closing:

Assess

Understanding:

Informal

Class Disscussion

Homework:





Materials/

Resources:







CCGPS:

APS Gifted

Standards:



Objectives:








Opening:

Starter:


Enduring

Understanding:

SWBAT



result.



Day 1

4





Essential

Question(s):


development.






the result.














Hook:




Guided/

Independent

Practice:

[IND/SG/LG] {30}






2. Students will work in differentiated groups on the Canadian Ways of Life culminating

activity bringing together the geography, economy, government, and history. (Promethean

Board)



Closing:

Assess

Understanding:

Informal

Class Disscussion

Homework:





Materials/

Resources:






Day 1

5




CCGPS:

APS Gifted

Standards:



Objectives:








Opening:

Starter:


Enduring

Understanding:

SWBAT



result.





Essential

Question(s):


development.






the result.















Hook:




Guided/

Independent

Practice:

[IND/SG/LG] {30}

Unit Introduction: Teacher will review the Canada unit by distributing and discussing the unit checklist, assignments


Learning Experience: Students will take the Canadian Test covering (geography, government,

history, and economics)



Closing:

Assess

Understanding:

Informal

Class Disscussion

Homework:





Materials/

Resources:







CCGPS:

APS Gifted

Standards:



Objectives:








Opening:

Starter:


Enduring

Understanding:

SWBAT



result.





Day 1

6



Essential

Question(s):


development.






the result.














Hook:




Guided/

Independent

Practice:

[IND/SG/LG] {30}




1. Students will review the vocabulary for the unit and will be expected to create vocabulary

cards for each term (term, picture).

2. Students will play a review game covering the objectives on Canada. [LG] {10}


Assessment: Informal [IND/LG] {10} Closing:

Assess

Understanding:

Informal

Class Disscussion

Homework:





Materials/

Resources:







CCGPS:

APS Gifted

Standards:



Day 1

7



Objectives:








Opening:

Starter:


Enduring

Understanding:

SWBAT



result.





Essential

Question(s):


development.






the result.














Hook:





Guided/

Independent

Practice:

[IND/SG/LG] {30}




Students will take the Canadian Test covering (geography, government, history, and economics)



Closing:

Assess

Understanding:

Informal

Class Disscussion

gifted & talented unit plan - peachtree charter...

Documents