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7th & 8th Challenge
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* The gifted 7th & 8th grade classes will rotate between 2 yearly cycles, with both classes on the same cycle at the same time.. Instruction and activities will be differentiated by need, rigor, and
some grade-based content choices but teach the same standards at approximately the same time.
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Ongoing Standards
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These standards are ongoing through all quarters of the gifted program to ensure continuity important to elevated cognitive and psychosocial concepts as required by the National Gifted Standards.DOKIntroduce (I)
Developing (D)
Master (M)
Reinforce (R)		Resources
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CodeStandard
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Strand: Communication & Collaboration
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National Gifted Standard (NGS)
4.2		Social Competence. Students with gifts and talents develop social competence manifested in positive peer relationships and social interactions.3D
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National Gifted Standard (NGS)
4.2.2		Students grow in opportunities for interaction and learning with intellectual and artistic/creative peers.3D
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National Gifted Standard (NGS)
4.4.3		Students collaborate with diverse peers on a common goal.3D
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National Gifted Standard (NGS)
4.5.3		Students use advanced communication tools and use these tools for expressing higher-level thinking and creative productivity. 3D
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National Gifted Standard (NGS)
4.5.4		Students use technology to communicate responsibly and express themselves creatively using the platforms, tools, styles, formats, and digital media appropriate to their goals.3D
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Strand: Personal Competence and Growth
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National Gifted Standard (NGS)
1.1		Self-Understanding. Students with gifts and talents recognize their interests, strengths, and needs in cognitive, creative, social, emotional, and psychological areas.3D
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National Gifted Standard (NGS)
1.61		Cognitive Growth and Career Development. Students with gifts and talents identify future career goals that match their interests and strengths. Students determine resources needed to meet those goals (e.g., supplemental educational opportunities, mentors, financial support).3D
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National Gifted Standard (NGS)
2.5.1		Students self-assess, set personal goals, keep records, and monitor their own learning progress.3D
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National Gifted Standard (NGS)
3.2.1		Students engage in goal setting, resiliency, self-management, self-advocacy, social awareness, and responsible decision making. 3D
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National Gifted Standard (NGS)
4.1.2		Students engage in self-exploration, development and pursuit of interests, and development of identities supportive of achievement (e.g., through mentors and role models) and a love of learning.3D
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Strand: Social-Emotional Development
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National Gifted Standard (NGS)
1.3		Self-Understanding. Students with gifts and talents demonstrate understanding of and respect for similarities and differences between themselves and their cognitive and chronological peer groups and others in the general population.3D
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National Gifted Standard (NGS)
1.5		Cognitive, Psychosocial, and Affective Growth. Students with gifts and talents demonstrate cognitive growth and psychosocial skills that support their talent development as a result of meaningful and challenging learning activities that address their unique characteristics and needs.3D
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National Gifted Standard (NGS)
4.3.3		Students grow in personal and social responsibility through advocacy and real world problem-solving, both within and outside of the school setting.3D
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National Gifted Standard (NGS)
6.2		Psychosocial and Social-Emotional Development. Students with gifts and talents develop critical psychosocial skills and show social-emotional growth.3D
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Strand: Fine Arts
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Fine Arts Standards
Standard VA:Pr 4.1.8
Demonstrate a defined range of artistic, design, technical, and soft skills, through performing specified roles in producing media artworks, such as strategizing and collaborative communication.
3D
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Strand: Language Arts
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MLS English Language Arts (ELA)
11-12.RL.3.D		Read and comprehend literature, including stories, dramas, and poems, independently and proficiently.2D-R
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MLS ELA
9-10.RI.2.D 		Evaluate an author's argument, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.6D
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MLS ELA
11-12.W.1.A.a 		Conduct research to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; gather multiple relevant, credible sources, print and digital; integrate information using a standard citation system.

5D
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MLS ELA
11-12.W.1.A.b 		Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
5-6D-M
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MLS ELA
11-12.SL.1.A 		Work with peers to promote civil, democratic discussions and decision- making, set clear goals and deadlines, and establish individual roles as needed.4D
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MLS ELA
9-10 SL.1.C 		Respond thoughtfully to diverse perspectives including those presented in diverse media, summarize points of agreement and disagreement, resolve contradictions when possible, and determine what additional information or research is needed.3D
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MLS ELA
9-10.SL.2.A		Speak audibly and to the point, using conventions of language as appropriate to task, purpose, and audience when presenting including appropriate volume, clear articulation, and accurate pronunciation at an understandable pace, avoiding verbal filler that might be distracting to listeners.3D
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MLS ELA
9-10.SL.2.C 		Plan and deliver appropriate presentations concisely and logically based on the task, audience, and purpose making strategic use of multimedia (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
5D
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Quarter 1
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Unit 1: Entrepreneurship & Business-Creation
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Goal/Focus of Unit:
What methods and tools are used by ad industry professionals and politicians to persuade their audience?
How does one become a successful entrepreneur, and how does a solid business plan direct this process?
What are the common aspects of a successful business, and how can these be applied in real-life business creation?


Common Vocabulary:
logical fallacies, elevator pitch, entrepreneurial, reasoning/persuasion, economics, supply & demand, start-up, profit, small-business, credibility, business plan, venture, etc		DOKIntroduce (I)
Developing (D)
Master (M)
Reinforce (R)		Resources
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CodeStandard
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MLS ELA
11-12.RL.2.B		Analyze a case in which recognizing point of view requires distinguishing what is directly stated in a text from what is implied.4I-D
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MLS ELA
9-10.SL.1.B		Delineate a speaker’s argument and claims, evaluating the speaker’s point of view, reasoning, and evidence in order to propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.5-6I-D
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MLS ELA
11-12.RL.3.B 		Synthesize ideas from two or more texts about similar themes or topics to articulate the complexity of the theme.5I
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Fine Arts Standards
Content: FAI, FA2; Process: 3.3; National: MA:Cr1.1.8
Generate and conceptualize artistic ideas and create work. Generate ideas, goals, and solutions for original media artworks through focused creative processes, such as divergent thinking and experimenting.5D
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MLS Social Studies Standards
6-8.4.3.C. 		Explain how political and economic stability affects the well-being of individuals and society.2D
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MLS Social Studies Standards
9-12 5.6.A		Analyze scientific, technological, artistic, intellectual, economic, political, and cultural changes to determine their effect on individuals, groups, and society. 4I
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