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    Curriculum for Gifted Education of William and Mary

    The Integrated Curriculum Model (ICM)icm

    The development of exemplary curriculum frameworks and units of study for classroom use with high ability learners has been an emphasis at the Center for Gifted Education since its inception. Center materials are grounded in the Integrated Curriculum Model (VanTassel-Baska, 1986, 1995, 2002), which is designed to respond to gifted learners' characteristics of precocity, intensity, and complexity through its three dimensions of advanced content, higher level processes and product development, and interdisciplinary concepts, issues, and themes. The Integrated Curriculum Model (ICM) is comprised of three interrelated dimensions.

    The ICM has been translated into a curricular framework and set of teaching units in the areas of language arts, social studies, and science.

    ICM Features
    Overarching Concepts Advanced Content Process-Product
    Change In-depth Elements of Reasoning
    Systems Advanced Reading Research
    Patterns Primary Sources Problem-based Learning
    Cause and Effect Advanced Skills Inquiry Skills
    VanTassel-Baska, J. (2003). Content-based curriculum for high-ability learners: An introduction. In J. VanTassel-Baska & C. A. Little (Eds.), Content-based curriculum for high-ability learners (pp. 1-23). Waco, TX: Prufrock Press.

    What Works:  20 Years of Curriculum Development and Research

    This  document highlights “what works” based on the curriculum development and research work of the Center for Gifted Education during the past 20 years. Research findings include the areas of curriculum development, instruction, assessment, and professional development. Through the use of the Integrated Curriculum Model as a template for design, coupled with curriculum reform emphases in content areas, the Center curriculum has produced positive outcomes in student achievement and teacher use of differentiated strategies.  

     
     
    ELA Websites FOR STUDENTS
     
     
     
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    3rd   school year will study " Journeys and Destinations" provided by the Center for Gifted Education Language Arts College of William and Mary
     
     
    Journeys and destinations  
     
    The Guiding Theme of this unit is the recognition that change affects people and their relationships,as well as the world around them.The literature selections of the unit illustrate this theme.The student activities engage students in discussing and writing about what they have read,and in independent and group learning opportunities that promote skill development in vocabulary,persuasive writing,literary analysis,oral communication and thinking.Discussion emphasizes the search for meaning in literature.Students also engage in  researching the role of memory in their lives and the role of technology in preserving memories.
     
     
     
    WILLIAM AND MARY INSTRUCTIONAL MODELS 
     
     
    Taba Model for Concept Development (Change Model) 
    Literature Web 
    Vocabulary Web 
    Paul’s Reasoning Model 
    Standards of Reasoning integrated with Persuasive Writing 
    Research Model resulting in students’ written and oral presentations 
     
    THIS IS THE LIST OF READING RESOURCES THAT 3/4TH GRADE SAGE READING STUDENTS WILL USE THROUGHOUT THE YEAR.It also explains the unit rational and goals ,samples of resources used in class and rubrics.
     
     
     
     
    4th Grade this school year will study "PATTERNS OF CHANGE"from the Center for Gifted Education of William and Mary as well as the new Into Reading Curriculum.
     
     
     
     
    The concept of cyclic patterns of change was chosen as the unifying theme for this unit. Selected literary works deal with cycles in nature, knowledge, history, and human life. Students in grades 4–6 are introduced to some of the important approaches and ideas of literary criticism. Students are encouraged to use journals, literature webs, essays, and visual projects to organize and express their ideas about various literary selections. Works studied in the unit include My Daniel by Conrad, “The Helpful Badger” by Lawrence Yep, and poetry by Dickinson, Sandburg, Angelou, and Shakespeare.
     

     

     
     
    5th Grade THIS school year will study" Literary Reflections "from the Center for Gifted Education of William and Mary as well as the new Into Reading Curriculum.
     
     
     Literary Reflections
     
     

    Although all four language arts strands of literature, writing, language study, and oral communication are integrated into this unit for grades 4–5, the core involves students interacting with literature while enhancing reading comprehension and textual analysis skills. The literature selections, including The Secret Garden and world-class short stories by such authors as Tolstoy and Singer, serve as a basis for discussion. 

    1997 Winner of a National Association for Gifted Children Curriculum Division Award for Outstanding Curriculum

     
    WILLIAM AND MARY INSTRUCTIONAL MODELS 
     
    Taba Model for Concept Development (Change Model) 
    Literature Web 
    Vocabulary Web 
    Paul’s Reasoning Model 
    Standards of Reasoning integrated with Persuasive Writing 
    Research Model resulting in students’ written and oral presentations 
     
    THESE ARE THE LISTS OF READING RESOURCES THAT 5TH  GRADE WILL USE THROUGHOUT THE YEAR. THERE ARE ALSO VISUAL ARTS AND MUSIC RESOURCES THAT WE WILL USE..It also explains the unit rational and goals ,samples of resources used in class and rubrics.
     
     
     
     
    6th Grade  THIS school year will study" Persuasion "from the Center for Gifted Education of William and Mary as well as Collections.
     
    COLLECTIONS  
     
     
     Persuasion
     
     
     
     
    This unit highlights persuasion,especially as it relates to oral communication.Emphasis is placed on providing evidence for opinions.Students must give passages from literature to defend their points of view in discussions as well as in written arguments.Opportunities are presented for impromptu speeches,informative and persuasive speeches,debate,small and large group discussion,and critical listening skills.
    The literature for this unit  includes both conventional forms of persuasive text such as political speeches(Abraham Lincoln's Gettysburg Address,Martin Luther King's " I have a Dream Speech") as well as novels and poems in which authors' or characters' persuasive intent manifests itself in more subtle ways.Many of the pieces in this unit have profound historical significance and in that way also address content learning in social studies.
    In addition to exploring persuasive elements in literature ,this unit also focuses on some key elements of  the  structure of  narrative story-telling that are not introduced in units designed for younger population:the inciting moment and the turning point.The structural elements are first introduced to the students in the analysis of the chapter from The Adventures of Tom Sawyer and are also addressed in the one act play,The Valliant.However ,the main opportunity for students to grapple with these elements is through the reading of the unit novels.
    Finally,the research component of this unit centers on the examination of the issue of censorship.In addition to using formal research methods to investigate two sides of this important issue,students will make an oral presentation of their opinions and supporting evidence at the end of the unit.
     
    THIS IS THE LIST OF READING RESOURCES THAT 6th  GRADE SAGE READING STUDENTS WILL USE THROUGHOUT THE YEAR.It also explains the unit rational and goals ,samples of resources used in class and rubrics.

     
     
    DRAGONWINGS BY LAWRENCE YEP ACTIVITIES