I'm Not Just Gifted
Social-Emotional Curriculum for Guiding Gifted Children (Grades 4-7)
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What does it mean to be a successful person? What traits and characteristics define successful people? Why do gifted children, in particular, need a strong affective curricula in order to maximize their potential? These questions and more are explored in this guide to helping gifted children in grades 4-7 as they navigate the complicated social and emotional aspects of their lives. This curriculum is designed to help gifted children explore their giftedness, develop resiliency, manage their intensities, face adversities and tough situations, and cultivate their talents and passions. Including lesson plans, worksheets, and connections to Common Core State Standards, I'm Not Just Gifted is the practical guide necessary for anyone serving and working with gifted children.
Table of Contents
Acknowledgements Introduction Section I: Overview and Essential Understanding Chapter 1 Understanding the Social and Emotional Lives of Gifted Children: A Primer Chapter 2 The Case for Affective Curriculum Chapter 3 Embedding Affective Curriculum Into the Classroom Chapter 4 Evidence-Based Design and Lesson Overview Section II: Social-Emotional Curriculum for Guiding Gifted Students Chapter 5 Unit I: So I’m Gifted . . . What Does That Mean? Lesson 1: The Meaning of Giftedness Lesson 2: Not Just Gifted Lesson 3: Great Expectations Lesson 4: The Story of My Life Chapter 6 Unit II: Don’t Forget About Emotional Intelligence Lesson 5: Soaring With Strengths Lesson 6: Am I Afraid? Lesson 7: Being Mindful Lesson 8: Understanding Emotions Lesson 9: My Emotional Vocabulary Lesson 10: My Hula Hoop Lesson 11: Understanding Triggers Lesson 12: How Mad Am I? Lesson 13: Being a Creative Problem Solver Chapter 7 Unit III: Daily Habits for Successful Living Lesson 14: The Person in the Mirror Lesson 15: I Think I Can Lesson 16: I’m Proud of . . .Lesson 17: Failure Isn’t the End Lesson 18: Responsible or Not Lesson 19: The Art of Making Decisions Lesson 20: Let’s Relax Lesson 21: Overloaded Lesson 22: This Is Stressing Me Out! Lesson 23: A Stroll Through My Stress Lesson 24: All About Balance Chapter 8 Unit IV: The Art of Bouncing Back Lesson 25: New Perspectives Lesson 26: 101 Roads Lesson 27: The Art of Gratitude Lesson 28: Me and My Friends Lesson 29: Don’t Assume Lesson 30: My Cheer Squad Lesson 31: Do You Understand Me? Lesson 32: Communication Roadblocks Lesson 33: Learn to Listen Lesson 34: Attributes of a Leader Lesson 35: The Sum of Its Parts Chapter 9 Unit V: Cultivating Your Talents and Passions Lesson 36: Many Ways To Learn Lesson 37: My Character and Qualities Inventory Lesson 38: Divergence Lesson 39: Do What You Love Lesson 40: I Am Enough Lesson 41: Strengthening My Weaknesses Lesson 42: Plan Ahead Lesson 43: So Many Choices Lesson 44: My Path Lesson 45: Mission Possible Final Thoughts References Appendix: Standards Tables About Christine Fonseca
Christine Fonseca has worked in the field of education for more than a decade. Relying on her expertise as a school psychologist, behavioral consultant, speaker, and parenting expert, she has been a resource for parents and children in understanding the social and emotional needs of gifted children.
Even used sporadically, the lessons in this book would be valuable in building classroom community and individual responsibility with ANY groups of middle grades students . . . Especially to build awareness of the unique needs of gifted students, but also to enrich the education provided to ALL students in schools today, this book is a welcome resource to any teacher determined to make education relevant and meaningful to this generation.,Deb Hubble, Elementary principal,MiddleWeb, 11/19/15
This book includes detailed and engaging lesson plans, worksheets, graphic organizers, and lists of resources needed to implement each lesson. With clear objectives, the lessons and activities can relate to academic concepts or be implemented on their own. Ideas in this resource provide avenues to opening effective and meaningful dialogue with students about issues, including self-esteem, healthy friendships, decision making, and academic learning preferences.,Gifted Child Today, 12/17/15