Byrdseed

I began to list all the things I could do after reading a book. Then, something wonderful happened. I began having all kinds of neat, interesting ideas. The more I thought about it, the more ideas came. By Erika Saunders.

Thought I'd share this Word document my students have been using to analyze characters' changes over time. It has both depth and complexity as well as content imperatives embedded.

We're continuing our unit about patterns in writing. This time, let's examine the traditional five-act dramatic structure through the modern classic, Finding Nemo. Remember, we're also framing the whole unit around the big idea that "structure increases creativity."

By 6th grade, our reading program's comprehension skills have become a bit basic for most of my gifted students. I've been working on increasing the depth and complexity of these skills. In this case, "Noting Details" has become "Explicit Vs. Implicit Details."

I know many gifted students slog through the typical vocabulary contract week after week. I know because I put my own students through it. However, gifted students can get more from vocabulary and spelling study than writing the word five times, writing the definition, and then using it in a sentence.