Scheduling Note: As you know Tuesday’s group missed yesterday; therefore, I will teach the below lesson next week. I will not meet with the Wednesday group next week, because I will be at the APS gifted educator training/meeting.
Brain Booster (critical thinking). – Can you solve it?
The kids in the Washington family (Allison, Beth, Carl, and Danny) do their own laundry every week. They found that sorting the socks always took too much time, because it was hard to tell which socks belonged to which kid. They decided that, to save laundry-sorting time, each one of them would always wear the same color socks ? green, blue, red, or yellow.
Allison refused to wear yellow or green socks.
Beth refused to wear green or blue socks.
Carl chose blue.
Danny picked the color that both Beth and Allison refused to wear.
(higher level thinking skills).
Daily Share - (communication skills)
Analogies – We skipped the analogy (higher level/critical thinking skills).
Creativity– First students completed an activity that involved completing categories that looked for unique or out-of-the-box answers. For example, list 3 things you can measure, jump, weigh, etc. (creativity skills). (See SOAR folder)
Research - We used tablets to answer “How Many” questions. For example, “How many in a baker’s dozen?” or “How many vertebrae in the spine?” Students were encouraged to work together (advanced research skills). (See SOAR folder)
Ancient Egypt PBL – Mummy Day – We watched an animated mummification video and read (as a class) a mummy packet. Next, we put the complex mummification steps in order – this posed quite the challenge (reading comprehension & advanced research skills).
NOTE: As part of this conversation, we discuss the religious beliefs of Ancient Egyptians. As one would expect, our bright learners are curious about religious beliefs of today as compared to Ancient Egyptians. I do not want to stifle their curiosity; however, I am careful to say that the beliefs we are studying are from the point of view of Ancient Egyptians. Furthermore, I do not disclose my personal beliefs with my students, and I respect the beliefs of the children shared in the class (some are religious, others are not, some have no idea). I encourage children to talk to their family about their personal beliefs/rituals.
Critical Thinking/Math – In math we solved addition/subtraction story problems. The problems involved adding multiple numbers, lapsed time, perimeter, and borrowing/regrouping. I can assure you that every child felt challenged in math, and I suspect that next week’s group will also feel the challenge. If you want to see how your child performed, a check indicates a correct answer, a circled answer indicates an incorrect answer, and no mark indicates that the student did not attempt the problem (higher level thinking skills).
Centers: Brenner brought Kanoodle Genius to share with his group (higher level thinking, creativity skills).