Unit Title Compose a catchy title! Grade Level

Unit Title Compose a catchy title! Grade
When you have completed Steps 1, 2, & 3:
Complete an Introduction to the plan that identifies the targeted audience, the educational
setting, delivery/grouping model, provides an overview of the plan, and summarizes the key
best practices for gifted and talented/innovative curriculum that the plan exemplifies.
STEP 1. Goals, Understandings, and Skills
Identify the national
content standards for your
Choose standards that
represent key ideas and
concepts in the discipline.
Use the standards to
“unpack” the key
understandings, knowledge,
and skills.
Use the above-grade level
standards as needed to
provide the challenge that
advanced students need.
Compose one overarching talent goal that aims at understanding key
concepts in the content area. This goal is “timeless” because the concepts
can be addressed at multiple grade levels. Students will demonstrate their
achievement of this goal in Step 3 Talent-Targeted PBL Task.
Talent Cluster Goals in Teach to Develop Talent.
Sample Long Range Talent Goals (class discussions)
These statements capture the concepts that students will come to
understand. These statements are inferences that students understand
through inquiry and constructing meaning. They are not facts or statements
to be memorized.
Key Understandings in the chapters of Teach to Develop Talent
Key Understandings in Sample Differentiated Lesson Plan
EQ’s are open-ended questions that introduce the overarching concepts in
the unit. They cause students to consider the key understandings. The best
EQ’s engage the student directly (“you” and “we”).
A unit needs only a few overarching EQs.
Teach to Develop Talent, Chapter 8.
Sample Lesson Plan
Video: Essential Questions
KNOWLEDGE: This section captures factual knowledge that students need to
acquire, such as vocabulary or concepts they need to know and be able to apply in
talent-targeted tasks. Look at the content standards to see what knowledge they
contain. Knowledge is assessed in the Step 2 Formative Assessment section.
SKILLS: This section captures skills and processes that students need to be able to
do in order to apply knowledge independently in the PBL tasks. Look back at the
content standards to see what skills and processes they contain. Skills are assessed
in the Step 2 Formative Assessment section
Students will demonstrate the talent aptitudes and evidence of understanding
In this section, you write the scenario or student prompt for the unit’s culminating PBL task. The task assesses
transfer, or independent application, of the targeted talents and key understandings from Step 1. The task
applies knowledge meaningfully to address a real problem/need in the students’ school/community. Students
use their talent aptitudes to apply the content knowledge and skills in the ways that adults do in the real world.
To create the Talent-Targeted PBL Task Scenario, first use the FIVE-P Problem Planner as a pre-writing for the
scenario. One you have the elements that you want, use them to write the scenario for the students.
See Teach to Develop Talent, Chapters 2, 8.
1. Problem
What circumstances surround or have prompted the problem or challenge? What
is the immediate need?
2. Personalized
What challenge is presented? The challenge has a personalized purpose and
community connection.
3. Part-to-Play What part do students play in solving the problem? Aim for the students having
an authentic role as themselves.
4. Professional
What is being created to solve the problem? The problem-solving process
culminates in a product or performance that mirrors what professionals do in that
5. Performance
These define what is considered a proficient demonstration of the content
standards and skills applied in the problem solution. The criteria are presented to
students “up front” in the initial problem scenario and scored in the TalentTargeted PBL Task rubric.
List the formative assessments you will use to assess that students have mastered the knowledge and
skills in Step 1. Include self-assessment and reflection.
Talent Goals Emerging Progressing Advancing
Fill in the talent aptitude definitions for the each
of targeted talents in the Step 1. Long Range
Talent Goal.
Use learning progressions
from Chapter 7, Teach to
Develop Talent.
Key Understandings Emerging Progressing Advancing
Fill in each Key Understanding from Step 1. Write a descriptor for each
Performance Criteria Emerging Progressing Advancing
Fill in the product performance criteria from the
Talent-Targeted Task Scenario/Five-P Planner
Write a descriptor for each
Label learning tasks that use a differentiated curriculum strategy
Strategy Learning Tasks
Fill in the specific
strategy where used:
Affective Learning
Design Essentials
1 – 7
Teach to Develop
Talent, Chapter 8
The Instructional Plan develops the Long-Term Talent Goal as it is assessed in the Step 2
Talent-Targeted PBL Task.
List ALL the activities, in order, that are needed to develop Steps 1 and 2. This includes
direct instruction and formative assessments.
It is a “best practice” to introduce the Step 2 Talent-Targeted PBL task early in the
Instructional Plan. This engages students and motivates them to see how the upcoming
lessons are applicable to solving the problem/creating the product.
Use a variety of differentiated curriculum approaches in your learning plan. See chapters
11-15 in the Curriculum Design text and Chapter 8 in Teach to Develop Talent.
Label these in the Strategy column where they occur. NOTE: Not every learning task will
be labeled as a differentiation strategy.

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