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Interdisciplinary Lesson Plan Description: Need research Provide a brief description of the lesson. Include the purpose of the lesson especially related to gifted students and creativity development. Include appropriate research to justify your ideas about giftedness and creativity. Content Area: Need research Define all content areas included in this lesson. Be explicit about the interdisciplinary (1) Scientific connection (2) Reading connection (3) Arts connection. Include appropriate research to justify the need for these in creativity development. Learner Profile: Define the specific audience (grade level, number of students in classroom, ELL students - number and levels, students with disabilities - number and nature of disability, etc.) Time Frame: Define the time frame necessary to successfully complete the lesson. Standards: Choose appropriate NAGC Standards and Florida Content standards . How does the unit align with these standards? Goals: The goals of the lesson are what the student should know and understand upon completion of the lesson. This should be related to the theme of the lesson. For example, “students will understand how individuals in society are affected by technological advances .†Objectives: The objectives are the specific, measurable steps to meet the goal. What will students learn from this unit? These are the students’ actions. They often begin with “The student will…†Use observable verbs such as develop, modify, analyze , and so on—use the verbs in the higher levels of Bloom’s Taxonomy or Webb's Depth of Knowledge . The words “know†and “understand are too broad for objective writing. · What will the student be able to do during this lesson? · Under what conditions will student performance be accomplished? · What is the degree or criterion on the basis of which satisfactory attainment of the objectives will be judged? · How will the student demonstrate that they have learned and understood the objectives of the lesson? Remember, your objectives should be SMART: · S Specific · M Measurable · A Attainable · R Relevant · T Time-bound Materials: This section has two functions: it helps other teachers quickly determine: a) how much preparation time, resources, and management will be involved in carrying out this plan and b) what materials, books, equipment, and resources they will need to have ready to instruct a diverse population of students. A complete list of materials, including full citations of textbooks or story books used, worksheets, and any other special considerations must be included. · What materials will be needed? · What textbooks or story books are needed? (Please include full bibliographic citations) · What needs to be prepared in advance? (Typical for any lesson utilizing a hands-on activity) Resources: List print and web resources utilized for lesson strategies, materials, or procedures (include books, websites, games, videos, etc.). Anticipatory Set: · How will you introduce the ideas and objectives of this lesson so that they are linked to students' existing prior knowledge? · How will you get students' attention and motivate them to hold their attention? · How can you tie lesson objectives with students’ interests and previous classroom interdisciplinary experiences? Procedures for the Teacher: This section provides a detailed, step-by-step description of how to replicate the lesson and achieve lesson plan objectives in a classroom of diverse learners. This is usually intended for the teacher and provides suggestions on how to proceed with implementation of the lesson plan. Be clear about what teachers are expected to do for creativity development in the following areas: (1) Science (2) Reading (3) Arts (4) Social interaction (5) Technology Procedures for the Learners: Describe in detail and sequentially what student will do. These could be questions for discussion students will explore, exercises students will complete, etc. What are the action words that describe what the students will accomplish (Refer to Webb’s Depth of Knowledge and/or Bloom's Taxonomy)? Be explicit about what students will do and complete for creativity development in the following areas: (1) Science (2) Reading (3) Arts (4) Social interaction (5) Technology Instructional Strategies: Need research Describe in detail and sequentially what instructional strategies the teacher will use with the students. How will the lesson content be taught through various instructional activities that allows for creativity development? Be specific about what you will do for science, reading, arts, social interaction, and technology integration. Discuss the research-based strategies you will use. Include appropriate research to justify the need for these in creativity development. Differentiation Features: Need research Describe the differentiation that will be utilized for gifted learners. Discuss the research-based strategies you will use. Include appropriate research to justify your ideas and implementation. Remediation: Need research Determine remediation strategies. What do you plan to do for the students who didn't demonstrate mastery of the objectives? A variety of specific materials and research-based strategies such as software, web pages, DVDs, books, and games need to be included. Discuss the research-based strategies you will use. Include appropriate research to support your ideas and implementation. Accommodations for At-Risk Gifted Students: Need research Determine support strategies for students who may be twice exceptional, English Language Learners, students from low socio-economic status, gifted girls, underachievers, perfectionists, etc. What do you plan to do for students who did not accomplish the objectives? List a variety of materials and strategies that will be used . Include appropriate research to support your ideas and implementation. Identify specific ESOL strategies that you will incorporate into the lesson according to the needs of the ELLs and the content to be learned. Gifted Learner Needs: Need research Provide an explanation of how your unit meets the social, academic, and emotional needs of gifted students. Include appropriate research to support your ideas. Assessments/ Checks for Understanding or Home Learning: Describe a follow-up activity or assessment strategies that can be completed at home or in-class to reinforce the skills/knowledge taught in the lesson and that is related to each lesson objective. You need to include informal and formal assessments that are both formative and summative as well as authentic and traditional strategies and evaluation techniques. How will you know your students have met the objective? How will you identify the gaps in students’ subject matter knowledge? It may occur by the lesson’s objectives. Closure: Actions or statements designed to bring a lesson to an appropriate conclusion. These include: · summary / review of major concepts taught · explanation of home learning assignment · questions or clarifications ESOL Strategies (check all that apply): · Audiovisual · Individual Help · Summarizing · Choral Reading · Manipulatives · Taking Notes · Demonstration · Modeling · Think/Pair/Share · Extended Time · Oral Testing · Underlining/ Highlighting · Graphic Organizer · Peer Pair · Verbal Response · Hands-on Activity · Repetition · Write Key Words · Illustrations & Diagrams · Rephrasing & Simplifying · Other/Explain: SPED Accommodations (check all that apply): · Flexible Presentation · Flexible Recording · Flexible Response · Flexible Scheduling · Flexible Setting · Other/Explain: 1 1.

Term papers should be substantial pieces of analysis and criticism. They should not simply report, summarize, or review course materials (although you ought to draw from class presentations, discussion and readings). Term papers should demonstrate thoughtful reflection, evaluation, and should embody a critical and conceptual argument in which various angles of the question are explored in fairness and at length. In this respect, they differ from the argument summaries, which did not involve critique. 2.

Your term paper may not exceed 1200 words. Typically, that means four-to-five pages of text at words per page. Provide a word count of your essay. Excess will be severely penalized: I will not read more than 1200 words of typed text body, properly formatted (not including title page or footnotes). 3.

The term paper is due on 5 April 2022 no later than 4:00PM MDT. Assignments received after 4:00PM MDTon the due date will be deducted as per the syllabus’ late policy. 4. Use letter-size paper, 12-point font, full double-spacing (nothing less!), 1" margins, and a simple typeface (Times New Roman is all you need). Your submission must be printed double-sided in hardcopy; electronic submissions will not be accepted.

If you do not have your own printer, SUBPrint can print off your assignment for a small fee. 5. Number your pages, but not your title page. Page one should be the first page of your text body. 6.

Citations: – For an essay of this length, you should not need to consult many sources beyond the course materials. If you are unsure about this, please speak with me. – You should cite whatever sources you have used. This includes the sources in the coursepack and the Miller novel, even your friends if they gave you the big idea in your paper. – All (text-based) references must be to scholarly publications with journals published exclusively online. – All references must conform to Chicago footnoting style (16 edition or earlier), as is common in the th humanities. Other than footnotes, you need not conform to any 2 style peculiar to the Chicago manual. – Turabian’s (8 edition or earlier) manual (a truncation of the Chicago Manual of Style) is in the the reference stacks of any library on campus.

Two short guides to footnotes are on eClass. – If you still have trouble with footnotes, consult a librarian. Helping you is what they’re paid for! – Footnotes should not contain anything other than cited sources. You do not have space for quoting text or discussing stuff in your footnotes. – If you still find that you have so many footnotes that you cannot squeeze 250 words onto each page, I will permit you to use endnotes. But this really shouldn’t be necessary. 7.

Because of the high volume of term papers in this course and the fact that many students are not interested in receiving written feedback on them, you must clearly indicate on your term paper whether or not you want feedback. If you make no indication either way, then no feedback will be provided. 8. If you are unclear about these or any other requirements for this course, you must speak to the instructor for clarification. 9. Do not use flashy language or unnecessarily big words. Just be as forthright as you know how. The term paper is an argumentative essay, not a report or piece of journalism. No empty rhetoric! Your reader is looking for rational content, that’s it.

You must also use gender neutral language when you refer generically to the species of which you and I are members – or to generic members of our species – even if your sources do not. 10. I highly recommend that you make an outline before you write anything, and that you follow your outline closely during writing. This will help you to follow your own train of thought. It is especially helpful to break the question, and thus the answer, into manageable and ordered chunks, and then to plan how much time & space will be devoted to each chunk. 11. Make sure you know what your conclusion is before you start writing your final draft. Make sure you state it very clearly at the end of your term paper (be blunt). Typically, your conclusion should comprise only a single sentence. 12. Do not bring in new points or arguments into your concluding paragraph. The support for your position should be established before you wrap up. End your term paper with a summary only. 13. Your introductory ‘paragraph’ can be a single sentence in a piece of academic writing this short. Just tell me what you are going to do in your term paper; don’t try to be catchy. 14. Much of your term paper (the exact proportion will vary) will consist of analysis – that is, a clear explanation of the positions and/or concepts you are examining in the essay. 15. The rest of the term paper will thus consist of the point of doing your analysis at all – that is, the actual comparison or assessment. On the basis of your analyses, therefore, you will proceed to establish your conclusion by presenting your own argumentation. 4 16. The basic rule of good argumentation: show, don’t tell. Don’t just tell me that your source says something; show me why they say it. Don’t just tell me that you will argue something; show me your argument! WINTER 2022 ESSAY QUESTION: Would Walter Miller see his novel as providing a social constructivist interpretation of science and technology? Defend your answer and assess Miller’s position by critically engaging with relevant course materials (textbook, coursepack, lectures, discussions).