Gifted book miami dade how to#

What if the gift was not a physical gift, but rather your brain? And these were excuses why someone is not willing to open their mind. Ask them to think about the gift in another way.Why do you suppose the gift is empty at the end of the story?.Students can cite specific examples to illustrate this. Common answer will be it begins to break down and fall apart.What happens to the gift the more excuses that are given?.Common answer will be it is about someone who does not want to open a gift, offering excuses as to why.minutes – Have a discussion about the story and its content.The teacher can either read each page or depending on the level of students, can have them take turns reading each page. No one seems to care that I have this gift.ġ0 minutes – Begin by projecting the story “The Unopened Gifted” on the wall using the LCD projector.

Gifted book miami dade how to#

No one has shown me how to open my gift.I don’t want to be seen as special because I have this gift.What if people disappointed by what’s inside?.If I open it, people will expect more gifts.People may make fun of me because I have this gift.I don’t want people to feel bad because they don’t have a gift.Isn’t it enough just to have the gift? Why do I have to open it?.What if once I open it, it is not what people expected it to be?.I’m waiting for everyone else to open their gift first.Pieces of paper with statements from the book written on it spread around the room.The picture book, The Unopened Gifted ( can be downloaded for free) The lesson will close with a class reflection about what they might have gotten from the book and discussion. Then students will participate in an activity that discusses the ideas from the book. The class together will read the picture book “The Unopened Gift”. To have students ponder why someone might not want to use their gifts as a learner (underachievement). In an effort to turn theory into practice, here is a lesson plan of what you might do with students concerning bibliotherapy specific to gifted students. Lots of great tools for doing this with students in the classroom. How would you have handled the situation?.Did the character in the story handle the situation in a good way? If so, how? If not, what could have changed the outcome– through action or emotional response?.Have you ever experienced (insert emotion, like sadness, happiness, guilt, regret, jealousy) like the character in the story? Do you want to share what that experience was like?.Has anything similar happened to you or a friend? Could you connect with the main character’s feelings? If so, when did you make the connection?.How did the character resolve or fix the situation?.She also provides some general questions you can ask of students when talking about the book: This process is known as bibliotherapy, and Alley sets the mood in her classroom by having the students gather around on the floor in a mock campfire setting. She throws out several suggestions for books such as I Am Enough by Grace Byers, The Girl Who Never Made Mistakes by Mark Pett and Gary Rubinstein, and We’re All Wonders by R.J. Tracy Alley, in the June edition of Parenting for High Potential (PHP), has a very good article concerning the use of picture books to meet the social-emotional needs of your elementary aged students.