GT Curriculum Framework Action Plan

!"#$%&"'() - 1he goal of Lhls acLlon plan ls Lo ldenLlfy opporLunlLles where you wlll lnfuse Lhe
core aspecLs of Lhe +& %,--./,0,1 2-31456-7 ln your classroom durlng a glven 6 or 9 weeks.
SelecL a 6 or 9 weeks gradlng perlod. lL can be someLhlng you have already LaughL or plan Lo
Leach ln Lhe fuLure.
SecLlon l
8,.09.:; )<,94:< =-6>.04? -
Pow do you geL Lo know your
sLudenLs? lease llsL 3 ways
you gaLher knowledge abouL
Lhe learnlng sLyle, learnlng
preference, and/or readlness
of Lhe sLudenLs you Leach.
1. lnLeresL survey durlng Lhe flrsL week of school Lo gauge 'whaL'
Lhey llke Lo learn abouL.
2. CreaLlng opporLunlLles for Lhem share abouL Lhemselves ln
Lhe work Lhey do?
3. LxlL LlckeLs wlLh quesLlons abouL how Lhey llke Lo learn.
Currlculum
SLandards
@A./A ;-394 04B40 3:9 5A./A
C 6- D 5447? E4-.69 5.00 F6,
G4 >6/,?.:; ,E6:H
Crade 4, 1sL 9 weeks
SecLlon ll
204I.G04 +-6,E.:; - ldenLlfy
Lhree ways ln whlch you
flexlbly group Lhe learners ln
your classroom. lease
provlde lnsLrucLlonal conLexL
for each example.
1. random - for qulck, dally acLlvlLles LhaL requlre cooperaLlon
and collaboraLlon.
2. readlness - based on pre assessmenL, groups for Llered
acLlvlLles.
3. learnlng sLyle - based upon Lhelr self-selecLed sLyle of
learnlng for producL developmenL
SecLlon lll,
lv
26/,?.:; !"#$% 3:9
&'(#)"*+$, .: F6,-
/,--./,0,1 - uslng hlgher
order Lhlnklng skllls and Lhe
depLh/complexlLy prompLs
creaLe 3 dlfferenLlaLed Lask
sLaLemenLs based upon Lhe
ob[ecLlve. lease provlde Lhe
orlglnal ob[ecLlve and Lhe
dlfferenLlaLed Lask.
Crlglnal Cb[ecLlve:
SS.4.018 ldenLlfy Amerlcan lndlan groups ln 1exas and norLh
Amerlca before Luropean exploraLlon such as Lhe Llpan, Apache,
karankawa, and !umano.

ulfferenLlaLed Cb[ecLlve/1ask SLaLemenL:
-'(#./" .1! -'1$/.2$ Lhe 34)$+#)" 5"/2#"&$+6"2 of Amerlcan
lndlan groups ln 1exas and norLh Amerlca before Luropean
exploraLlon such as Lhe Llpan, Apache, karankawa, and !umano.

SecLlon lll
2,-<A4- >6/,?.:; !"#$% 3:9
&'(#)"*+$, - LlsL 3 depLh or
complexlLy prompLs LhaL you
plan Lo lnLroduce/work wlLh
aL laLer Llmes ln Lhe year and
provlde prompLlng quesLlons.
LvaluaLe Lhe !"$.+)2 of Lhe way of llfe of Amerlcan lndlan groups
ln 1exas and norLh Amerlca before Luropean exploraLlon.

WhaL #.$$"/12 do you see when comparlng Lhe Amerlcan lndlan
groups ln 1exas and norLh Amerlca?
SecLlon lv
#.;6- J #404B3:/4 - ldenLlfy
one example of a CuadranL C
and one example of a
CuadranL u acLlvlLy LhaL you
wlll engage your learners ln
durlng Lhls gradlng perlod.
CuadranL C: ConsLrucL a dlorama deplcLlng Lwo Amerlcan lndlan
groups.

CuadranL u: CreaLe a sklL lncludlng props, cosLumes and presenL
Lo 2nd/3rd grade audlence.
SecLlon v
#4?43-/A - ln whaL ways wlll
your learners work ln Lhe role
of researcher and/or apply
Lhe sLeps of research durlng
Lhls gradlng perlod?

8esearch Lhe Loplc for a sLory or sklL.
8esearch whaL ls needed Lo begln a language.

GT Curriculum Framework Action Plan
SecLlon vl
=-69,/<? - uescrlbe a 1ype lll
producL or performance LhaL
your sLudenLs wlll develop.
roducLs can lnclude 1S
and/or lndependenL SLudy.
Cnllne dlcLlonary, whlch lncludes a volce recordlng of each word
and deflnlLlon.