TOWNSHIP OF UNION PUBLIC SCHOOLS

Gifted and Talented – Grade 8

Curriculum Guide2012

Re-adopted June 2014

Board MembersFrancis “Ray” Perkins, President

Versie McNeil, Vice President

Gary Abraham

David Arminio

Linda Gaglione

Richard Galante

Thomas Layden

Vito Nufrio

Judy Salazar

TOWNSHIP OF UNION PUBLIC SCHOOLSAdministration

District Superintendent …………………………………………………………………...……………………....Dr. Patrick Martin

Assistant Superintendent …………………………………………………………..……………………….….…Mr. Gregory Tatum

Assistant Superintendent ………………………………………………………………………………………….Dr. Noreen Lishak

Director of Elementary Curriculum ……………………………….………………………………..…………….Ms. Tiffany Moutis

Director of Student Information/Technology ………………………………..………………………….………….Ms. Ann M. Hart

Director of Athletics, Health, Physical Education and Nurses………………………………..……………………Ms. Linda Ionta

DEPARTMENT SUPERVISORS

Language Arts/Social Studies K-8 ……..………………………………….…………………………………….. Mr. Robert Ghiretti

Mathematics K-5/Science K-5 …………………………………………….………………………………………. Ms. Deborah Ford

Guidance K-12/SAC …..…………………………………………………………………………………….……….Ms. Nicole Ahern

Language Arts/Library Services 8-12 ….………………………………….…………………………………….…Ms. Mary Malyska

Math 8-12…………………………………………………………………………………………………………..Mr. Jason Mauriello

Science 6-12…….............…………………………………………………….………………………………….Ms. Maureen Guilfoyle

Social Studies/Business………………………………………………………………………………………..…….Ms. Libby Galante

World Language/ESL/Career Education/G&T/Technology….…………………………………………….….Ms. Yvonne Lorenzo

Art/Music …………………………………………………………………………………………………………..….Mr. Ronald Rago

Curriculum CommitteeGifted and Talented: Grade 8

Mr. Laurence Petras

Table of Contents

Title Page

Board Members

Administration

Department Supervisors

Curriculum Committee

Table of Content

District Mission/Philosophy Statement

District Goals

Course Description

Recommended Texts

Course Proficiencies

Curriculum Units

Appendix: New Jersey Core Curriculum Content Standards

Mission Statement

The Township of Union Board of Education believes that every child is entitled to an education designed to meet his or her individual needs in an environment that is conducive to learning. State standards, federal and state mandates, and local goals and objectives, along with community input, must be reviewed and evaluated on a regular basis to ensure that an atmosphere of learning is both encouraged and implemented. Furthermore, any disruption to or interference with a healthy and safe educational environment must be addressed, corrected, or when necessary, removed in order for the district to maintain the appropriate educational setting.

Philosophy Statement

The Township of Union Public School District, as a societal agency, reflects democratic ideals and concepts through its educational practices. It is the belief of the Board of Education that a primary function of the Township of Union Public School System is to formulate a learning climate conducive to the needs of all students in general, providing therein for individual differences. The school operates as a partner with the home and community.

Statement of District Goals

Develop reading, writing, speaking, listening, and mathematical skills. Develop a pride in work and a feeling of self-worth, self-reliance, and self

discipline. Acquire and use the skills and habits involved in critical and constructive

thinking. Develop a code of behavior based on moral and ethical principals. Work with others cooperatively. Acquire a knowledge and appreciation of the historical record of human

achievement and failures and current societal issues. Acquire a knowledge and understanding of the physical and biological

sciences. Participate effectively and efficiently in economic life and the development

of skills to enter a specific field of work. Appreciate and understand literature, art, music, and other cultural

activities. Develop an understanding of the historical and cultural heritage. Develop a concern for the proper use and/or preservation of natural

resources. Develop basic skills in sports and other forms of recreation.

Course Description

The purpose of the district program for the gifted and talented is to provide appropriate educational services for those students who have been identified as having or possessing exceptional abilities. Through a differentiated curriculum, both in depth and scope, these students will be challenged to maximize their potential.

Most school curriculum for the average child is designed to address the first three levels of Bloom’s Taxonomy. Programs for the gifted students must surpass these regions and place an emphasis on analysis, synthesis and evaluation. The gifted student possesses the ability to venture “outside of the box” and to see beyond that which is apparent to the average learner. It is our goal to hone those skills and encourage these students to reach high levels of productivity. The emphasis in grades one through eight will be placed on developing advanced thinking skills and problem-solving techniques. Conceptual thinking and the exploration of ideas takes precedence over a strict subject orientation. Identified Kindergarten students will be provided programming within their classroom.

“In essence, gifted students have a right to educational experiences that meet their needs. In providing for those needs, we address the whole child with a total curriculum that integrates realms of learning within and across planned experiences, that provides for a progressive development of knowledge and skills and that enhances an appreciation of humanity.” (Van-Tassel-Baska, J. (1988), Comprehensive Curriculum for Gifted Learners. Needham Heights, MA: Allyn and Bacon)

Course Proficiencies

Students will be able to…

Speak confidently to an audience using effective public-speaking techniques.

Use above grade level vocabulary in written and oral communications.

Use technological tools in an advanced proficient way to create and enhance their multi-disciplinary projects.

Develop effective problem solving techniques that require above grade level logic and reasoning skills.

Demonstrate proficiency in team-based problem solving.

Gifted and Talented Academic Curriculum UnitsCurriculum

UnitsGeography Business Science Social

StudiesMath Logic Writing Public

Speaking

Grade 1 x x 2 x

Grade 2 x 2 x x x

Grade 3 x x x x x x

Grade 4 x x x x x x

Grade 5 x x x x x

Grade 6 x x x x

Grade 7 x x x x

Grade 8 x x x x

Curriculum Units: Grade 8

Unit 1: Logic Unit 2: Math

Unit 3: Writing Unit 4: Science

Pacing Guide- Grade 8

Content Number of Days

Unit 1: Logic Sept. – Nov.

Unit 2: Math Dec. – Jan. & May - June

Unit 3: Science Feb. - April

Unit 4: Writing On-going

Unit 1: 8th Grade Logic

Essential Questions Instructional Objectives/ Skills and Benchmarks (CPIs)

Activities Assessments

Can you solve easy, medium, and hard Sudoku Puzzles?

Can you teach how to solve a Sudoku Puzzle to others?

Can you master the necessary algorithms and move notations to solve Rubik’s Cube?

Students will:

Demonstrate ability to use learned strategies to solve Sudoku Puzzles.

Verbalize their knowledge of how to solve Sudoku Puzzles to general education students.

Use effective public speaking skills to maintain interest in classroom-based Sudoku lesson.

Demonstrate ability to use algorithms to solve Rubik’s Cube.

Compete in the Sudoku Challenge where teams will compete for fastest and most complete solve.

Groups will then create and give a presentation to teach the essential elements of Sudoku to a general education math class. (PowerPoint, Smart Board)

Compete in the “Rubik’s Rivalry”, whereby each member of team is timed when solving cube’s three layers.

Group discussion.

Class participation

Teacher observation.

Self assessment.

Final contests.

Final presentation.

Unit 2: 8th Grade Math

Essential Questions Instructional Objectives/ Skills and Benchmarks (CPIs)

Activities Assessments

Do you know how to establish the True Cost of Ownership of a new Vehicle?

Can you convince the audience as to the true value of your chosen vehicle?

Can you build a balloon racer with predetermined materials that will race up an inclined plane to achieve maximum distance?

Students will:Understand the variables associated with the True Cost of Ownership of a vehicle.

Compare and contrast the value of vehicles based on these variables.

Demonstrate the ability to coordinate data for the purpose of reporting to an audience.

Use persuasive speaking skills to convince an audience of their choice.

Design, build, and experiment with a balloon racer that meets specified construction guidelines.

Learn to control variables related to wheeled-travel.

Research the essential components related to the cost to owning a new vehicle. (Internet)

Create an Excel worksheet to organize elements contributing to the cost of ownership. (Excel)

Use formulas in Excel to calculate True Cost of Ownership. (Excel)

Using PowerPoint, present vehicle choice and convince audience as to the logic of their selection. (PowerPoint)

Research all facets of balloon racing and design a vehicle that will achieve maximum distance traveled. (Internet)

Compete in Balloon Blast Racer Contest to see which group conquers variables.

Group discussion.

Class participation

Teacher observation.

Self assessment.

Completed spreadsheet.

Completed PowerPoint presentation.

Judging of final presentation.

Judging of Racer Contest.

Unit 3: 8th Grade Science

Essential Questions Instructional Objectives/ Skills and Benchmarks (CPIs)

Activities Assessments

Can you work with a team to make critical decisions to solve higher order problems?

Do you understand current data regarding the surface and presence of life on Mars.

Can you use effective communication skills to debate the pros and cons of landing a space crew on the planet Mars?

Can you design a parachute landing device that will protect a Mars-bound crew?

Students will:

Make decisions regarding the ethical and fiscal decision to land humans on the planet Mars.

Debate the pros and cons of landing a space crew on the planet Mars?

Create, test, redefine, and launch a parachute landing device using predetermined materials and from a predetermined height.

Measure, evaluate, and make decisions based on the outcome of their parachute landing devices.

Research the essential components related to space travel to Mars. (Internet)

Prepare a speech to address either side of the ethical and fiscal pros and cons of landing humans on Mars.

Debate the topic of landing humans on Mars.

Design, build and launch parachute landing device from a predetermined height.

Chart and analyze results of parachute landing device (Excel)

Group discussion.

Class participation.

Teacher observation.

Completed parachute drop.

Self assessment.

Excel worksheets.

Unit 4: 8th Grade Writing

Essential Questions Instructional Objectives/ Skills and Benchmarks (CPIs)

Activities Assessments

Can you apply above-level vocabulary words to communicate your thoughts in completing gifted unit activities?

Can you identify the qualities of a poem which give it merit?

Can you construct an original poem?

Can you apply the basic elements of advanced proficient writing for the purposes of the NJASK?

Students will learn forty “above- grade” level vocabulary words. (Students will be issued vocabulary words with definitions)

Students will apply learned words to multiple writing tasks throughout the year.

Students will be accountable for previous years’ gifted vocabulary lists.

Students will apply their writing skills as they complete each unit’s culminating activity.

Students will be able to apply understanding of poetry to the writing of an original poem.

Students will apply nine literary tools to enhance the level of student’s writing.

Students will be tested on vocabulary word meanings. (Quizdom)

Students will use newspaper websites (e.g. nytimes.com, nj.com) to search words in context and to record sentences. (Internet)

Students will complete writing activities for grade level gifted units.

Students will create vocabulary “Word Wall.”(Word)

Students will read and identify essential elements of publicly recognized poetry.(Internet)

Students will write and enter poetry into a contest. (Word)

Students will practice using all literary tools symbolized in the acronym S.H.O.P.A.R.A.M.A. in specific NJASK preparation activities.

Various tests on vocabulary words.

Use of vocabulary words in assignments.

Final writing portions of unit activities.

Group discussion.

Class participation.

Teacher observation.

Peer assessment.

Self assessment.

Completion of original poetry to be entered into contest.

Graded practice NJASK writing samples.

New Jersey Core Curriculum Content StandardsAcademic Area

District boards of education shall be responsible for identifying gifted and talented students and shall provide them with appropriate instructional adaptations and services.

i. District boards of education shall make provisions for an ongoing K-12 identification process for gifted and talented students that includes multiple measures.

ii. District boards of education shall provide appropriate K-12 educational services for gifted and talented students.

iii. District boards of education shall develop appropriate curricular and instructional modifications used for gifted and talented students indicating content, process, products, and learning environment.

iv. District boards of education shall take into consideration the Pre-K – Grade 12 Gifted Program Standards of the National Association for Gifted Children in developing programs for gifted and talented students.

The regulations define gifted and talented students as:

Those students who possess or demonstrate high levels of ability, in one or more content areas, when compared to their

chronological peers in the local district and who require modification of their educational program if they are to achieve in accordance

with their capabilities.

Key Points

All public schools must have a board-approved gifted and talented program.

Students are to be compared with their peers in the local school district.

District boards of education shall make provisions for an ongoing K-12 identification process for gifted and talented students

that includes multiple measures, including but not limited to, achievement test scores, grades, student performance or

products, intelligence testing, parent, student and/or teacher recommendation, and other appropriate measures.

The regulations do not establish state-level criteria for giftedness (such as an IQ score or grade point average). Specific tests

are not required to be used to identify gifted and talented students.

Local school districts should ensure that the identification methodology used is developmentally appropriate, non-

discriminatory, and related to the programs and services offered (e.g., use math achievement to identify students for a math

program).

N.J.A.C. 6A: 8-3.1(a)5 ii requires local district boards of education to provide appropriate K-12 educational services for gifted

and talented students. Therefore, the identification process and appropriate educational challenges must begin in

kindergarten.

The rules require district boards of education to develop appropriate curricular and instructional modifications for gifted

students. Programs must address appropriate content, process, products, and learning environment.

District boards of education shall take into consideration the PreK-Grade 12 Gifted Program Standards of the National

Association for Gifted Children (NAGC) in developing programs for gifted and talented students. The NAGC standards

establish requisite and exemplary gifted program standards and can be accessed at NAGC Standard .

Each curriculum framework developed by the department provides general as well as content-specific information on gifted

education (e.g., terminology, examples of appropriate practices). The frameworks can be accessed at

http://www.nj.gov/education/frameworks/ or at http://www.nj.gov/education/aps/cccs.

Local school districts will continue to be monitored as part of the regular school district evaluation process. Board-approved

policies and procedures must be made available.

Gifted and Talented Student’s Evaluation Form

Student’s Name______________________________ Date_____________

Mid Year____ Final_____

Teacher Comments:Category 1-Beginning 2-Developing 3-Accomplished 4-Exemplary Scor

eEffectivenessof Opening –Did I understand and was I interested in hearing more about your topic after reading the opening?

Writer’s attempt to hook audience and provide the main idea were lacking.

Writer’s attempt to hook audience or provide the main idea were lacking.

Writer’s attempt to hook audience and provide the main idea were demonstrated successfully.

Writer’s attempt to hook audience and provide the main idea were outstanding.

Clarity of IdeasDid I clearly see and understand your main ideas?

Word choices do not clarify writer’s ideas.

Word choices clarify writer’s ideas some of the time.

Word choices clarify writer’s ideas.

Word choices creatively clarify writer’s ideas.

Proper grammar and good sentences –Did I have an easy time understanding your sentences?

Grammatical errors and lack of sentence variation made the writing difficult to read.

Grammatical errors or lack of sentence variation made the writing difficult to read.

Correct grammar or having sentence variations made the writing simple to read.

Correct grammar and having sentence variations made the writing enjoyable to read.

Organization of IdeasWas I able to follow and was I convinced by your thought process?

The lack of order and strength of the ideas presented made the writing unconvincing.

The order or strength of the ideas presented made the writing sometimes unconvincing.

The order and strength of the ideas presented made the writing convincing.

The order and strength of the ideas presented made the writing extremely convincing.

EffectivenessOf Closing –Did I know and was I convinced of the point of what I just read?

Main idea and final convincing thought were not mentioned in closing.

Main idea or final convincing thought were not effectively conveyed in closing.

Main idea and final convincing thought were effectively conveyed in closing.

Main idea and final convincing thought were highly effectively conveyed in closing.

Accuracy ofMechanics -Did I see good spelling,

Spelling, legibility and punctuation errors made the

Spelling, legibility or punctuation errors made the writing

Correct Spelling, legibility and punctuation made

Correct Spelling, legibility and varied punctuation made the

Indicator: Excellent AboveAverage

Average Poor NA

Class participation

Public speaking/presentation skills

Ability to think “Outside the Box” when completing assignmentsUse of technology

Interest and ambition level when completing assignmentsAbility to works well with others

Writing skills

Effective use of assigned vocabulary wordsClass preparedness/timeliness

Homework completion

capitalization, punctuation and legibility?

writing difficult to read.

difficult to read. the writing easy to read.

writing enjoyable to read.

Writing Rubric