MERIDIAN SCHOOL DISTRICT
Affect Curriculum Grades 3 - 5
Affect Curriculum Guide
Social/Emotional Development for Students Identified as Gifted and Talented
Updated April 2013
Grade: 3rd – 5th
Subject: Social/Emotional Development for Students Identified as Gifted and Talented
Overview
Introduction to Social/Emotional Curriculum
What is Social/Emotional Curriculum?
This curriculum addresses the social/emotional needs of gifted learners. Unlike traditional curricular units that may, for example, span
2 – 4 weeks, Social/Emotional curriculum is integrated into each Challenge day. Generally, one unit is taught in depth throughout one
year.
Core Units:



Unit 1: Positive Self – Esteem (pg. 3)
Unit 2: Character Development (pg. 5)
Unit 3: Personal Empowerment through Self – Awareness (pg. 7)
Supplementary Options:

Unit 4/Supplementary: Issues for Students Identified as G/T and Stress Management (pg. 9)

Supporting social/emotional development through literature:
Each core unit can be enriched with supplements that include a number of children’s short stories. These options provide
flexibility to teachers and students to address the needs specific to their own classrooms and circumstances. In the use of
supplements, teachers may identify possible social/emotional issues relevant to their students and select a story in which
characters are dealing with similar issues. The class may read the story together and identify the critical issues. Through group
discussions, journal writing, and other activities, students evaluate the characters’ issues and discuss possible solutions.
See Appendix A for supplementary text list (pg. 11).
2
Grade: 3rd – 5th
Subject: Social/Emotional Development for Students Identified as Gifted and Talented
Unit/Lens: Positive Self – Esteem (Unit 1)
Subject: Social/Emotional Development for Students Identified as Gifted and Talented
Unit Topic/Lens:
Grade:
Positive Self – Esteem
3rd - 5th
Unit Overview
Teaching self – esteem encourages students to
take pride in themselves, take responsibility for
their actions, celebrate their achievements, and
know what they stand for (Kaufman, Raphael, &
Espeland, p.vii).
Core text/resource:
Stick Up For Yourself
By: Kaufman, Raphael,
and Espeland
With self – esteem, students have self –
confidence and are willing to take positive risks.
They are resilient in the face of rejection,
disappointment, failure, and defeat.
Suggested time frame:
½ hour sessions for 1 year
3
Grade: 3rd – 5th
Subject: Social/Emotional Development for Students Identified as Gifted and Talented
Unit/Lens: Positive Self – Esteem (Unit 1)
Enduring Understandings
Guiding Questions
EU1: Positive self -esteem means knowing who you are, what
you stand for, being true to yourself, and knowing how and
when to speak up for yourself.
1. What does positive self-esteem mean to you?
2. Why do you need self-esteem?
3. What does positive self-esteem look like?
EU2: You are responsible for your own behavior and your own
feelings for the kind of person you are and how you live your life.
EU3: Self-esteem can be developed.
1.
2.
1.
2.
3.
Who is responsible for your happiness?
Who is responsible for making you a good citizen?
What is your own level of self – esteem?
How can you develop your self-esteem?
How do you know when you have strong self-esteem?
Critical Content and Skills:
Define and provide examples of positive self – esteem.
Recognize the importance of self – esteem.
Demonstrate increased levels of self – awareness.
Identify one’s personal level of self – esteem.
Understand and be responsible for one’s personal emotions and responses to situations.
Differentiate needs from wants.
Identify the links between positive self – esteem and positive choices.
4
Grade: 3rd – 5th
Subject: Social/Emotional Development for Students Identified as Gifted and Talented
Unit/Lens: Character Development (Unit 2)
Subject: Social/Emotional Development for Students Identified as Gifted and Talented
Unit/Lens:
Character Development
Grade: 3rd – 5th
Core text/resource:
What Do You Stand For?
Kids
What Do You Stand For?
Teens
Unit Overview
Character development is an essential component of
becoming a positive member of society. Cooperation,
honesty, responsibility, and respect are among the
many topics discussed. Students will understand,
enhance, and foster their development of character
traits. Students will evaluate real-life scenarios and
problem-solve possible solutions. They will read about
“character in action”; real-life individuals who
exemplify character traits in society.
By Barbara A. Lewis
Suggested Time Frame:
½ hour sessions for 1 year
5
Grade: 3rd – 5th
Subject: Social/Emotional Development for Students Identified as Gifted and Talented
Unit/Lens: Character Development (Unit 2)
Enduring Understandings
Guiding Questions
EU1: Character traits are underlying values and beliefs that
1. What are examples of positive character traits?
guide your actions and choices.
2. What are your talents, abilities, and interests?
EU2: Positive character traits can and should be developed.
1. What character traits do you most closely identify
with?
2. What character traits could you further develop?
EU3: Positive character traits are necessary for personal
1. How can you demonstrate positive character traits in
and societal success.
everyday life?
EU4: Positive role models can help you gain confidence and
1. What character traits do positive role models
teach you how to develop positive character traits.
possess?
2. How do positive role models demonstrate their
character traits in everyday life?
EU5: There are people who can support and help you.
1. Who can you turn to for guidance?
2. How can you support yourself?
Critical Content and Skills:
1. Recognize character traits as an expression of personal values and beliefs.
2. Produce a map of the character traits that you most closely identify with and
recognize those that you could further develop.
3. Recognize and demonstrate positive character traits at home, at school, and in your
community.
4. Understand and explain the importance of positive role models.
5. Identify, acquire, and consult a support network of positive role models.
6
Grade: 3rd – 5th
Subject: Social/Emotional Development for Students Identified as Gifted and Talented
Unit/Lens: Personal Empowerment through Self – Awareness (Unit 3)
Subject: Social/Emotional Development for Students Identified as Gifted and Talented
Unit/Lens:
Grade:
3rd
Personal Empowerment through Self - Awareness
–
5th
Unit Overview
This study helps students answer questions about
what giftedness means, why they think and learn the
way they do, how to make school more challenging,
how to make friends, how to cope with teasing, and
other related topics.
Core text/resource:
The Gifted Kids’ Survival Guide:
For Ages 10 and Under
By: Judy Galbraith, M.A.
When gifted students know more about giftedness,
they feel empowered and feel better about
themselves. When students feel good about
themselves, they’re in the best position to make wise
choices, to be their own person, and to make the most
of their talents.
Suggested Time Frame:
½ hour sessions for 1 year
7
Grade: 3rd – 5th
Subject: Social/Emotional Development for Students Identified as Gifted and Talented
Unit/Lens: Personal Empowerment through Self – Awareness (Unit 3)
Enduring Understandings
Guiding Questions
EU1: Gifted means different things to different people, and there
are a variety of ways of being gifted.
What does giftedness mean to you?
What are some different ways in which people are gifted?
How can you recognize individual talents in yourself and others?
What does “potential” mean?
How can you use your gifts to reach your potential?
What are some of your gifts and personality traits?
Do the students in this group have characteristics in common?
What skills do you need to develop and practice to reach your
potential?
How do you cope with academic struggles?
What skills do you need to build positive peer relationships?
How do you cope with adversity?
How can you advocate for yourself and your needs?
EU2: Students who are gifted have a wide range of skills and a
high capacity for success.
EU3: Gifted individuals may share common characteristics.
EU4: Certain academic skills are required to develop your
potential.
EU5: Certain social and emotional skills are required to be
successful.
Critical Content and Skills:
1. Describe what gifted means.
2. Evaluate your talent areas and determine how best to use them.
3. Recognize your own potential and clarify how you can reach it.
4. Identify and acknowledge adversities and craft an action plan to address them.
5. Identify and apply skills needed for self – advocacy and success.
6. Demonstrate positive peer relationships and the ability to cope with adversity.
8
Grade: 3rd – 5th
Subject: Social/Emotional Development for Students Identified as Gifted and Talented
Unit/Lens: Issues for Students Identified as G/T and Stress Management (Unit 4/Supplementary)
Subject: Social/Emotional Development for Students Identified and Gifted and Talented
Topic/Lens: Issues for Students Identified as G/T and Stress Management
Grade:
3rd
–
5th
Unit Overview
Issues for Gifted Students
Students often have questions about what it means to be
gifted. This unit addresses what giftedness is and how
students can:
 cope with feeling different
 develop decision – making and goal – setting skills
 identify and pursue their passions and talents
Optional/additional
text/resource:
What’s On Your Mind? And/or
Stress Can Really Get on Your
Nerves
This supplementary unit closely aligns with the Personal
Empowerment through Self – Awareness unit (Unit 3, pg.
7).
Stress Management
Gifted students are often expected to “know it all.” The
constant pressure to know and do more may result in
stress. Providing facts about stress and stress – relieving
strategies and techniques enable gifted students to deal
with life’s big and little hassles.
Suggested Time Frame:
Supplementary as appropriate
9
Grade: 3rd – 5th
Subject: Social/Emotional Development for Students Identified as Gifted and Talented
Unit/Lens: Issues for Students Identified as G/T and Stress Management (Unit 4/Supplementary)
Enduring Understandings
Guiding Questions
EU1: Gifted students have the same basic needs as other
students including safety and security, love and belonging, selfesteem, and self-actualization.
EU2: The talents and abilities of gifted students can create
additional needs and emotions.
What needs are basic to all human beings?
EU3: The affective domain helps gifted students find connection,
compassion, and character.
Why is it important to understand your feelings and emotions
and how they affect your life?
How can this domain help you relate to others?
What is emotional intelligence and how does it affect learning?
EU4: The intellect provides the capacity for learning, while the
affect decides if learning will take place and ultimately if the
endeavor results in learner satisfaction.
EU5: Stress, procrastination, perfectionism, isolation, risk-taking,
time management, decision making, high expectations, and
motivation work in various combinations and intensities in
everyday life.
In what ways do you feel different from others?
How can you effectively manage your intense feelings?
How can you channel your talents, abilities, and feelings for
positive outcomes?
What parts do these elements play in your life?
How can you create and maintain a healthy balance in your life?
What steps can you take when you identify an area of your life
that is out of balance?
Critical Content and Skills:
1. Describe the basic needs of all human beings.
2. Recognize your areas of strength or confidence and your areas of weakness or
insecurity (Anderson and Brinkman, 1999).
3. Analyze how the interplay of strengths and weaknesses can be positive and/or
negative (Anderson and Brinkman, 1999).
4. Identify ways to maintain balance.
10
Grade: 3rd – 5th
Subject: Social/Emotional Development for Students Identified as Gifted and Talented
Appendix A – Supplementary Text List
A Quiet Place by Douglas Wood
Ella Enchanted by Gail Carson Levine
An Angel for Solomon Singer by Cynthia Rylant
Fairest by Gail Carson Levine
Anna Banana and Me by Lenore Blegvad
Galimoto by Karen Lynn Williams
Annie’s Gifts by Angela Shelf Medearis
Horray for You! By Marianne Richmond
Arilla Sun Down by Virginia Hamilton
I Know a Lady by Charlotte Zolotow and James Stevenson
Ben’s Trumpet by Rachel Isadora
If You’re so Smart, How Come You Can’t Spell Mississippi? by
Brave Irene by William Steig
Bud, Not Buddy by Christopher Paul Curtis
Christina Katerina and the Time She Quit the Family by Patricia
Barbara Esham
Ira Sleeps Over by Bernard Waber
Ish by Peter H. Reynolds
Lee Gauch
Jamaica Tag-Along by Juanita Havill and Anne Sibley O’Brien
Chrysanthemum by Kevin Henkes
Jane and the Dragon by Martin Baynton
Coat of Many Colors by Dolly Parton and Judith Sutton
Josefina Javelina: A Hairy Tale by Susan Lowell
Creativity by E.B. Lewis
Last to Finish: A Story About The Smartest Boy in Math Class by
Crow Boy by Taro Yashima
Dear Mrs. LaRue: Letters from Obedience School by Mark
Barbara Esham
Like Jake and Me by Mavis Jukes
Teague
Mailing May by Michael O. Tunnell and Ted Rand
Elena’s Serenade by Campbell Geeslin and Ana Juan
Matilda by Roald Dahl
11
Grade: 3rd – 5th
Subject: Social/Emotional Development for Students Identified as Gifted and Talented
Appendix A – Supplementary Text List
Miss Rumphius by Barbara Cooney
The Sneeches by Dr. Seuss
Mrs. Gordki, I Think I Have the Wiggle Fidgets by Mike Gordon
Stellaluna by Janell Cannon
and Carl Gordon
Mrs. Katz and Tush by Patricia Polacco
My Great Aunt Arizona by Gloria Houston and Susan Condie
Stephanie’s Ponytail by Robert Munsch
Sweet Clara and the Freedom Quilt by Deborah Hopkinson
Lamb
Tar Beach by Faith Ringgold
Norma Jean, Jumping Bean by Joanna Cole
Teammates by Peter Golenbock and Paul Bacon
Odd Velvet by Mary Whitcomb and Tara Callahan King
Testing the Ice: A True Story About Jackie Robinson by Sharon
One by Kathryn Otoshi
Paul and Sebastian by Rene Escudie and Ulises Wensell
Pink and Say by Patricia Polacco
Prince Cinders by Babette Cole
Princess Smartypants by Babette Cole
Robinson and Kadir Nelson
Thank You, Mr. Falker by Patricia Polacco
The Big Orange Splot by D. Manus Pinkwater
The Boy Who Grew Flowers by Jen Wojtowicz and Steve Adams
The Boy Who Was Raised by Librarians by Carla Morris and
Brad Sneed
Ronald Morgan Goes to Bat by Patricia Reilly Giff
The Dot by Peter H. Reynolds
Rosie and Michael by Judith Viorst and Lorna Tomei
The Little Scarecrow Boy by Margaret Wise Brown and David
Secret of the Peaceful Warrior by Dan Millman and T. Taylor
Bruce
Diaz
The Littlest Tall Fellow by Barry Rudner
12
Grade: 3rd – 5th
Subject: Social/Emotional Development for Students Identified as Gifted and Talented
Appendix A – Supplementary Text List
The Lost Lake by Allen Say
The Paper Bag Princess by Robert Munsch
The Recess Queen by Alexis O’neill and Laura Huliska – Beith
The Song and Dance Man by Karen Ackerman and Stephen
Gammell
The Story of Ferdinand by Munro Leaf
The Summer My Father Was Ten by Pat Brisson
Thunder Cake by Patricia Polacco
Tomas and the Library Lady by Pat Mora and Raul Colon
Tough Eddie by Elizabeth Winthrop and L. Hoban
Watch Out, Ronald Morgan by Patricia Reilly Giff
Weslandia by Paul Fleischman and Kevin Hawkes
When I Am Old With You by Angela Johnson and David Soman
Wilfred Gordon McDonald Patridge by Mem Fox and Julia Vivas
William’s Doll by Charlotte Zolotow and William Pene Du Bois
Woolbur by Leslie Helakoski and Lee Harper
13