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    EMMA HUTCHINSON ELEMENTARY SCHOOL

     

    Syllabus

    Gifted and Talented Program

     

     

    Instructor: Sharon Ingram

    Course: Gifted Education

    Grades: 1-5 Grades

    Degree/Training: Educational Specialist Degree

                                Certification in Gifted Education

    Phone: 404-802-7650/FAX: 404-768-5690

     

    Standards:

     

    The academic focus of the APS Gifted Program follows the recommended Georgia Gifted Program Curriculum Standards and includes instructional activities designed to assure that students who participate in our gifted program develop and demonstrate:

    1.    Advance Research Skills and Methods

    2.    Creative Thinking and Problem Solving Skills

    3.    Higher Order and Critical Thinking in Academic

    4.    Advanced Communication Skills – ongoing

     

    Performance Assessments: Projects

    Students will be expected to complete class and school projects.

    Quarter 1 – Advanced Research Skills and Methods

    Unit 1- The Rainforest

    Quarter 2-Creative Thinking & Problem Solving Skills-

    Unit 2- Fairy Tales

     

    Quarter 3-Higher Order & Critical Thinking Skills

    Unit 3- Landforms

     Quarter 4- Communication Skills

    On- going

    Grade 1-Make a diorama using four shoeboxes to represent the four layers of the rainforest

    Grade 1 - Create sentences that distinguish fact from fiction. Create detailed picture of a scene from fairy tale.

    Grade 1- Create a 3-D map or draw a map that demonstrates their knowledge of landforms and the importance of human resources.

     

    Grade 2 -Make a diorama using four shoeboxes to represent the four layers of the rainforest.

    Grade 2 - Create an original fairy tale with illustrations.  Each student will write a fairy tale, which we will, compiled into a class book.

     

    Grade 2- Create a 3-D map or draw a map that demonstrates knowledge of landforms and the importance of human resources.

     

    Grade 3-Students will create a diary entry (“A Day in the Life of. . .”) illustrating the habits and life style of a rainforest plant or animal, written from its perspective.  Create a diorama of the rainforest.

     

     

    Grade 3-Create a dramatic play.

    Grade 3-Make various landforms from clay. Written report explaining each form and name of location where they are located.

     

    Grade 4-A creative-writing assignment on the rainforest. Students should pretend that they are in the rainforest and embarking on a journey, and then write a letter to a family member or friend, describing what they see and what it is like in the rainforest.



    Grade 4-Create a fractured fairy tale. 

    Grade 4-Createa 3-D map or draw a map that demonstrates their knowledge of landforms and the importance of human resources.

     

    Grade 5:Conduct research and brainstorm ways the local community can protect local endangered species.  Create a campaign together that promotes awareness.  Students will create posters or power point presentations. Students will create presentations or speeches about local endangered species to educate others and brainstorm ways to get the word out!

     

    Grade 5-Create a questionnaire for an interview on fractured fairy tales and create a graph that explains their findings.

    Grade 5-Engage in Socratic discussions to determine how the assigned landform might influence our lives. Create a 3-D map or draw a map that demonstrates their knowledge of landforms and the importance of human resources.

     

    Discipline Procedures:

    Failure to do assignments or carry out directions- Class work/Homework

    Actions:

    Immediate intervention by the teacher

    a.    Talk with student/review directions of the assignments

    b.    Students stay with teacher after class is over to complete the assignment

    c.     Students turn in the assignment(homework) the next day

    d.    Call parents/inform them of the missed assignment and behavior for not following directions.

    Disruptive classroom behavior(based on severity)

    Actions:

    Immediate intervention by the teacher

    a.    Talk to the student about his/her behavior in private(Warning)

    b.    Withdrawal of privileges

    c.     Phone call to parents

    d.    Student is referred to the principal (based on severity)

    Grade Weights:

    See Attachment of Progress Report Card

     

    Room Parent Volunteers:

    Room volunteers may

    Conduct research for upcoming lessons

    Design or simply put up/take down bulletin boards

    Cut out laminations.

    Sort and stock construction paper and other supplies

    Chaperone field trips

    Give presentations to class

    Provide editing help with writing assignments

    Help in arranging special observant days and holidays

     

    Communication to Parents:

    Parents are kept informed about their child’s progress and behavior through:

    Phone Calls

    Notes

    Conferences

    Classroom Visits

     

         

    For Challenge students, very high expectations and goals are set here at Emma Hutchinson Elementary School. These expectations will be met through the following student behaviors and outcomes:

     

    Think independently

    Make inferences

    Comprehend

    Evaluate

    High Motivation

    Brainstorm, categorize, and list

    Explain and defend solutions to open-ended puzzles and problems

    Quick insight

    Show flexibility in problem solving (creative processing)

    Determine logical sequences

    Analyze relationships between objects