PLP-IEP Gifted Lesson Plan

EDUC 2232

Teacher Name: M. Unwin

Lesson Plan Title/Time Duration: Math Greats: Famous
Mathematicians, Research Project/ 2 Weeks
Is it part of a unit? How does math affect our everyday world?
Grade Level(s): 6th
ALIGNMENT:
STUDENT PROFILE SUMMARY:
Student: Willis
Grade:
6
Age: 11
Gifted Eligibility areas: [check all that apply] X Cognitive X Critical
thinking
___ Creativity X Academic: Math ___Academic: Reading
___Academic: Writing
i-Ready Baseline assessment, 10/1/2015 Level 06
Math, Scaled Score: 542, Overall Placement: Late 6
English Language Arts: 639 Overall Placement: Middle 6
PARCC 4/1/2015 Level 05
English Language Arts, Scaled Score: 795, Met expectations
Math, Scaled Score: 799, Exceeded expectations
Stepping Stones 2/9/2015
Math Quarterly, Proficient 86.67%
Performance Based Task 1/15/2015 Level 05
English Language Arts, Task 3, Advanced 90.00%
EDT Report, 2011
Reynolds Intellectual Assessment Scales (RIAS)
VIX: 152, 99.97%ile
NIX: 137, 99%ile
CIX: 153, 99.98%ile
Woodcock-Johnson Tests of Achievement-3 (WJ-A)
Brief Reading SS: 118, High Average

PLP-IEP Gifted Lesson Plan

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Brief Math SS: 134, Very Superior

Brief Writing: 111, High Average
Structure of Intellect (SOI)
DFU, 94%ile
DMU, 66%ile
CMR, 94%ile
NSI, 94%ile
PLP: His small group gifted math teacher reports that Willis is able to
grasp new concepts quickly and he has a strong knowledge base of
basic math facts. He is able to apply his strong critical thinking skills
with his strong number sense and find various ways to solve problems.
He is able to understand abstract concepts and has performed well in a
recent ratio assessment where he scored a 9 out 10. The teacher
encourages Willis to join MATHCOUNTS, which meets Tuesday
mornings, in his Math class.
Willis parents report that they are very pleased with Willis progress.
The parents noted that they were concerned with Wills transition to
middle school, and stated that his new medication must be working
of his ADHD. Parents stated that they especially would like for
teachers to email them if they see any changes in Willis behavior or
attitude as they have seen great improvement in Willis academics and
behavior.
Willis teachers identify Willis strengths as being, kind, thoughtful and
caring. Willis became especially stressed over having his
accountability card signed for forgetting his homework. He worked off
the infraction by turning his homework in and getting the good side
of his accountability card signed for picking up trash with plastic gloves
for lunch. Teachers also note that Willis engages his critical thinking
skills in his Language Arts class. Willis seems to be the first student to
raise his hand in class. He is able to analyze the text making
inferences and connections. He participation is insightful and seems to
synthesize information in a concise manner. Willis works well with his
peers and is always respectful to his teachers.
IEP Goal:
In the next year with intellectual peers, Willis will use problem solving,
reasoning and proof, communications and representations in all
mathematical situations, He will use various thinking processes of

PLP-IEP Gifted Lesson Plan

EDUC 2232

classifying ideas, analyze alternative outcomes, produce logical

solutions and evaluation of problems, solutions and ideas he will use
his critical thinking skills along with this new information to create
written responses that are at an exemplary level or grade equivalent of
A- as assessed by rubrics, teacher observation and reporting of student
work.
Diversity Issue: Student is Twice Exceptional, qualifying in OHI for
ADHD

CONTENT/CONCEPTS:
Common Core Content State Standards/2 CCSS:
1. W.8.8. Gather relevant information from multiple print and
digital sources, using search terms effectively; assess the
credibility and accuracy of each source; and quote or paraphrase
the data and conclusions of others while avoiding plagiarism and
following a standard format for citation.
2. 7.SP.C.8.A Understand that, just as with simple events, the
probability of a compound event is the fraction of outcomes in
the sample space for which the compound event occurs.
Content Concepts/2 Generalizations:
Strand III: Thinking Skills
The student will use thinking skills to as to how a great mathematician
has made some contribution to society.
1. Understanding/ comprehension of text,
2. More clear/concise conclusions
3. More accurate understanding citing sources
4. Critical reading, metacognition, thinking about what is read
5. Critical listening, listening to other students presentations
6. Critical writing, analyzing where contributions where made to
society
Generalizations
To make yourself a better thinker, thinking and incubating thought for

PLP-IEP Gifted Lesson Plan

EDUC 2232

comprehension and understanding and synthesizing information learned

about your chosen mathematician.
Critically thinking in order to accept an outcome or conclusion, or what
major impact did your mathematician have on society?
Materials needed:
One way of differentiating for gifted students is to involve specific
Technology, Internet Access resources.
PROCESS/PRODUCT:
Student will select a famous mathematician. They will complete a
research report about a famous mathematician. The will present their
famous mathematician with a product, ie. Mock acceptance award
speech, video or commercial. They will present their findings in front of
the classroom with a minimum 4-minute presentation. Students will do
a reflection upon completion of presentations.
Process/Activities/:[2 Gifted Proven Strategies]
Strategy 1:
Higher level questioning techniques
The use of high level questions is also a key way to ensure that gifted
students are being challenged. Many questioning models have been
employed to promote higher level thinking; including the simple PBL
model: -What do we know? -What do we need to know? -How can we
find out? More complex models involve key elements of reasoning, such
as: -What is the issue? -What perspectives are there on the issue? -What
are the assumptions of each stakeholder group on the issue? -What
would be the consequences of each perspective holding sway? These
models of questioning among others promote advanced learning in the
gifted, as well as other students (VanTassel-Baska & Little, 2003).
Strategy 2:
Differentiated curriculum
-Is the curriculum sufficiently advanced for the best learners in the
group?
-Is the curriculum complex enough for the best learners by requiring
multiple levels of thinking, use of resources, and/or variables to
manipulate?
-Is the curriculum sufficiently in depth to allow students to study

PLP-IEP Gifted Lesson Plan

EDUC 2232

important issues and problems related to a topic under study?

-Is the curriculum sufficiently creative to stimulate open ended
responses
and provide high level choices?
Higher Level Questioning Techniques/Differentiated Instruction:
1. Students will complete a summarizing and paraphrasing activity
practice worksheet. (10 points)
2. Students will complete activities regarding summarizing and
paraphrasing online. (10 points)
3. Provide evidence (bring examples into class) of a primary and
secondary source. (10 points)
4. Narrow down the Famous Mathematician for research paper. (10
points)
5. Create a concept map and develop research questions. (10 points)

Gifted Strand and How addressed/minimum of 1:

Thinking Skills: Critical thinking, Decision making, Problem Solving,
Logic

Analysis of various mathematical information and processes

Application of mathematical knowledge
Critical thinking in problem solving

Environment:
MILEAU (physical, cultural, social, familial, etc.)
Computer Lab (22 computers), Diverse population, Ages 11-13
PERSONS (parents, teachers, peers, mentors, etc.)
Teacher and students/peers
PROVISIONS (programs, activities, services, etc.)
Gifted services, in English Language Arts, Mathematics and Science
EVENTS (encounters, awards, accidents, etc.)
Visiting Scientist from the University

PLP-IEP Gifted Lesson Plan

EDUC 2232

Product/4 Assessments:
2 Formative: [type/when?] : Students will complete the
G.R.A.S.P.S assessment at the end of the first week. Strategy
2 will be employed and assessed through the two weeks.
Strategy 1: Performance Tasks:
G: Real-world Goal: to write a comprehensive research paper
R: Real-world Role: famous mathematician
A: Real-world Audience: teacher, peers, and parents
S: Real-world Situation: Students will work as independent learners
to research a famous mathematician and present his/her research.
P: Real-world Products or Performances: mock memoire reading,
mock awards ceremony, TV show/commercial, collage, power
point presentation, oral presentation dressed as mathematician
S: Standards: written report, spoken/digital presentation, rubric
within written report
http://opi.mt.gov/pdf/CurriculumGuides/Curriculum-DevelopmentGuide/GRASP.pdf
Strategy 2:
W
Where are we going? To develop a deeper understanding of
organizing and using information from multiple sources, including
both primary and secondary sources, in order to create a research
paper.
Why? Because this empowers us to think, process, and provide
support information as they undertake the multi-step process of
writing a research paper. In addition, students can publish their
work and orally present their topic to the class. Students will also
learn how to use evidence to back judgments up, rather than
simply repeating information from given resources.
What is expected? This lesson can be used in any content area
that requires student to write research papers.
H

Students will be hooked by using technology, including the

internet to publish writing, to interact with others, and to
collaborate with others.

Students will be equipped to develop and strengthen writing as

needed by planning, revising and editing, rewriting and trying a
new approach.

PLP-IEP Gifted Lesson Plan

EDUC 2232

Students will be asked to rethink and revise their research

paper by providing multiple research checklists.

Students will self-evaluate as they share rough drafts with peers

with changes made after each review. If details do not support
their thesis statement, they should revise their thesis statement
or remove details that are outside the scope of their thesis.

Learning will be tailored by using the differentiated instruction

above.

O
The unit will be organized so that key concepts build upon one
another.
http://www.hec.gov.pk/InsideHEC/Divisions/LearningInnovation/Docume
nts/Learning%20Portal/Master%20Trainer%20(MT)/FPDP/Assesment
%20and%20Evaluation/Understanding%20By%20Design
%20training.pdf
2 Summative [type/when?]: Rubric for Research Paper and
Presentation/End of two-weeks
Strategy 1:
RESEARCH PAPER (WRITTEN PORTION) RUBRIC:
The student will be assessed using a rubric for the written
portion of the assignment. They will be scored from
Exemplary, Proficient, Partially Proficient and Not Proficient.
The rubric will focus primarily on attention to note-taking,
whether information gather was relevant to their research, how
organized and how the student synthesized the information.
Strategy 2:
RESEARCH PRESENTATION ASSESSMENT:
The student will be assessed on completeness and if they
present for the assigned time. The student will also be
assessed on if their presentation is presented in a meaningful
and sequential sequence of the Famous Mathematicians birth to
death/present and how they have made a major contribution to
society.
Before:
Discuss- research process
Assess- What does the students know/heard of famous

PLP-IEP Gifted Lesson Plan

EDUC 2232

mathematicians
Think/Pair/Share: Whom do they want to choose? KWL Chart
Discuss expectations- Provide Rubrics for report and
presentation
During:
Summarizing- Provide examples of articles and websites
Conference- Partner pairing and teacher/student conference
Note-Cards- procedure and purpose
Practice- Works cited, peer evaluating sources, identifying
reliable sources
After:
Rubric-Final Product
Presentation- Assessment
Post Assessment-Reflection

VALIDATION AND CITATIONS:

Justification Statement:
Due to superior ability in the area of math and critical thinking, Willis
requires differentiated curriculum, instruction, and materials with a
specially trained instructor to support his gifted needs. Willis Other
Health Impairment (ADHD) at times interferes with his ability to sustain
attention to task, complete classwork to his potential, and self-regulate.
He requires minimal support to reach his potential.
Citations/Resources/Technology:
Debi Hines Director of Special Education. (n.d.). APS Gifted Handbook. Retrieved from
http://www.aps.edu/aps/gifted/handbook.pdf
Famous Mathematicians. (2013). Retrieved from famous-mathematicians.org
Joyce VanTassel-Baska, Ed.D. (n.d.). Running head: Program Services and Curriculum
for the GiftedProgram Services and Curriculum for the Gifted:What are the Non-

PLP-IEP Gifted Lesson Plan

EDUC 2232

Negotiables? Retrieved from https://learn.cnm.edu/bbcswebdav/pid-4121596-dtcontent-rid-22556994_1/courses/EDUC-2232_77928.201570/DEV-EDUC2232rstevenson6-FAL2014_ImportedContent_20140624030213/Program%20Svcs

%20%26%20Curr%2C%20Non-Negotiables.pdf
Only through a thoughtful implementation of a. (n.d.). Retrieved from
http://www.aps.edu/aps/gifted/curriculum.htm
Professor Karen B. Rogers, University of St. Thomas. (n.d.). The Ten Best Practices in
Gifted Education: What the Research Says. Retrieved from
https://learn.cnm.edu/bbcswebdav/pid-4121591-dt-content-rid22556937_1/courses/EDUC-2232_77928.201570/DEV-EDUC2232-rstevenson6FAL2014_ImportedContent_20140624030213/10bestpractices-research0.pdf
Sandy Lethem, APS Gifted Task Force. (2002). Math Journals. Retrieved from
http://www.aps.edu/aps/gifted/mathjournals.html